• attend 60 intensive hours of professional development each school year.
  
  
  • If you presently have 46 hours or above and you attend the rest of the two follow-ups you do not need any make-up.
  • Your total hours now PLUS the two follow-ups left ( march and may) should add up to at least 60. The March and the May follow-ups will give you 14 hours in all.
  • If you have attended all the sessions so far you will have a total of 54 hours. You will only need 6 more hours to reach your total of 60.
  • There are only 9 participants according to the hours logged by me that need make-up. If you have below 46 hours, your hours are highlighted.
  • The makeup sessions will be done on line. There will be total of 12 hours of make-up available under three modules.
  • Each teacher needs to make up only the hours needed to reach 60.
  • According to CDE since all teachers did not get trained in SB 472, you cannot use those hours towards the intensive. So if you have not done SB 472 till now, you do not have to worry about completing the training.
  
  If you are short of the total number of intensive hours required, please see makeup opportunities below.


• In addition, teachers must complete at least 24 hours of application of Camsp concepts. Application hours can be completed in a variety of ways, including connecting camsp knowledge to newly adopted textbook materials (attending SB 472), action research, lesson planning, PLC meetings, applying institute strategies, peer observation and classroom videotaping.

Make Up

• 3 hours - Pedagogy Online Module
• 3 hours - Language Online Module
• 3 hours - Math Content Online Module
• 3 hours - Face to Face meeting with District Coordinator, Sudha

• Review the "Distance = Rate * Time" Module proctored by Dr. John Elwin.


• Reading and Reflection
  
  
  1. Reread Chapters 4 and 5 of NMP document
  
  
  2. Writing Assignment #1
     
     Explain: how you would use the math content, from the online module, and the Benchmarks for the Critical Foundations Table (located on page 20) to guide your math instruction.
     
     Length: one to two pages, typed
     
     Click here to expand/collapse the table
     
     
     
     

     Table 2: Benchmarks for the Critical Foundations

     
     

     Fluency With Whole Numbers By the end of Grade 3, students should be proficient with the addition and subtraction of whole numbers. By the end of Grade 5, students should be proficient with multiplication and division of whole numbers. Fluency With Fractions By the end of Grade 4, students should be able to identify and represent fractions and decimals, and compare them on a number line or with other common representations of fractions and decimals. By the end of Grade 5, students should be proficient with comparing fractions and decimals and common percent, and with the addition and subtraction of fractions and decimals. By the end of Grade 6, students should be proficient with multiplication and division of fractions and decimals. By the end of Grade 6, students should be proficient with all operations involving positive and negative integers. By the end of Grade 7, students should be proficient with all operations involving positive and negative fractions. By the end of Grade 7, students should be able to solve problems involving percent, ratio, and rate and extend this work to proportionality. Geometry and Measurement By the end of Grade 5, students should be able to solve problems involving perimeter and area of triangles and all quadrilaterals having at least one pair of parallel sides (i.e., trapezoids). By the end of Grade 6, students should be able to analyze the properties of two-dimensional shapes and solve problems involving perimeter and area, and analyze the properties of three- dimensional shapes and solve problems involving surface area and volume. By the end of Grade 7, students should be familiar with the relationship between similar triangles and the concept of the slope of a line.

     
     National Mathematics Advisory Panel Recommendation:
     
     The Benchmarks for the Critical Foundations in Table 2 should be used to guide classroom curricula, mathematics instruction, and state assessments. They should be interpreted flexibly, to allow for the needs of students and teachers.
  3. Writing Assignment #2
     
     Using the recommendation (found on page 29) as your guide, assess your current instructional materials in their presentation of the content presented in the mathematics power point or the prerequisite skills needed to access the mathematics content.
     
     Length: one to two pages, typed
     
     Click here to expand/collapse the recommendation
     
     
     National Mathematics Advisory Panel Recommendation:
     
     

     The curriculum should allow for sufficient time to ensure acquisition of conceptual and procedural knowledge of fractions (including decimals and percent) and of proportional reasoning. The curriculum should include representational supports that have been shown to be effective, such as number line representations, and should encompass instruction in tasks that tap the full gamut of conceptual and procedural knowledge, including ordering fractions on a number line, judging equivalence and relative magnitudes of fractions with unlike numerators and denominators, and solving problems involving ratios and proportion. The curriculum also should make explicit connections between intuitive understanding and formal problem solving involving fractions.

• Review the "Pedagogy" Module proctored by Dr. Rafaela Santa Cruz.


• Classroom Instruction
  
  
  1. Use the reading from the National Mathematics Panel and the strategies reviewed in the institute to develop a lesson plan (see powerpoint).
  
  
  2. Teach the lesson and reflect on the teaching.
  
  
  3. Write 1-2 page typewritten reflection on your lesson plan and teaching.

• Review the "Language" Module proctored by Dr. Robin Scarcella.


• Reading and Reflection
  
  
  1. Review one section of the Language Development Booklet
  
  
  2. Select one or two strategies and describe how you used these strategies in your classroom.
     
     Length: Two, typed pages