Curriculum and Instruction in Cabrillo Unified

	Department of Curriculum and Instruction
Focus Elementary Focus Secondary Staff Development 2011-12 - Calendar - Plan Focus Diagram - Download 2011-12 Plan Cycle of Inquiry Staff Links - EADMS - Infinite Campus (staff) - Tech Support - Web help desk LEAP-2010 / Qtr report Cycle Task Force Reports - English Language Arts 2009-10 - Mathematics: February 2009 Transitional Kindergarten - Requirements and Timeline	INTRODUCTION: Welcome to the CUSD Curriculum & Instruction web page. Whether you are interested in reviewing the curriculum and staff development at Cabrillo Unified or you are a current employee looking for a particular instructional resource, we hope you will take a few minutes to browse the information offered here. Elizabeth Schuck, Assistant Superintendent phone: 650-712-7107 email: schucke@cabrillo.k12.ca.us Maggie Van Horbek, Administrative Secretary phone: 650-712-7107 email: vanhorbekm@cabrillo.k12.ca.us
	BTSA — Beginning Teacher Support and Assessment
	Beginning Teacher Support and Assessment (BTSA) is a program funded by the state of California. It is designed to improve teacher performance and retention. BTSA serves all first and second year teachers with preliminary credentials. Working with a veteran teacher, participating teachers are able to improve the educational performance of students through improved training, information and assistance. BTSA’s goal is to assist new teachers to develop into professional educators who will help shape the culture of their school and district.
	Focus = Elementary — What to look for in our Classrooms
	Workshop	Environment
	Readers matched to books Evidenced in fluent reading Students can talk about books Students can talk about strategies learned Students can sustain attention across a book	Classroom libraries Book baskets labeled Books organized and accessible Books reflect various genres, themes, series, and content areas based on grade level. At least 1/3 of library is leveled. Books used during RW are at “just right” level for each student
	Workshop model with Mini-lessons (with strategy charts) Independent work time with conferring Partnerships (partners talking about books) Teaching Share	Student seating promotes partnerships and inquiry Meeting area established in classroom
	Reading each day Evidenced by student reading logs (3-5) Guided reading/Strategy lessons/small group	Routines Orderly transitions Independent access to materials
	Writing each day Evidenced in student writing notebooks/folders	Professional Learning Initiates own learning as well as openly receives coaching
	Teachers taking notes during conferences that identify both the compliment and daily teaching point
	Focus = Secondary — Expected School-wide Learning Results
	Self Directed Learners: Responsibility Students, parents, and counselors create a four year academic plan. Teachers provide relevant, motivating, and challenging curriculum which is aligned to the state standards and clearly represented to the students at the beginning of class. Students select academically appropriate courses and schedules. Teachers implement common classroom expectations.
	Knowledgeable, Effective Candidates for the World of Work: Skills Students demonstrate knowledge of key concepts, principles, processes and skills in the disciplines of English, social studies, math, science, physical education, visual and performing arts, and foreign language. Students are held accountable for attendance and timeliness.
	Involved Citizens: Community involvement The students and staff appreciate diversity and implement the projects designated by the Diversity Advisory Board. Students actively engage in community service projects and/or community activities. Students participate in extra curricular activities.
	Effective Communicators: Appropriateness and Fluency Students and staff demonstrate respect, personal integrity and social responsibility on campus and in the classroom. Students communicate their content knowledge in a variety of ways; i.e. research papers, presentations, assessments, electronic media, and other technologies.

Site Staff Development Plans 2011-2012
Click here to download pdf of calendar	August 19	Sept. 13 Min. Day*	November 15 Min. Day*	January 10 Min. Day*	February 7 Min. Day*	March 20 Min. Day*	April 17 Min. Day*
El Granada	Furlough Day	ELD As a Content Area	Planning ELD Units of Study	Using ELD Strategies Across Content Areas	ELD Focus on Grammar and Vocabulary	ELD Assessment	ELD Intervention and Technology
Farallone View	Furlough Day	STAR Data Review	ELD Assessment	Special Education Overview	Addressing the Challenges of the Skills Block	Everyday Math Training/ Curriculum Planning	Addressing the Challenges of the Skills Block: Spelling
Hatch	Furlough Day	STAR Data Analysis	GLAD Standards-Based Unit Planning Part 1	GLAD Standards-Based Unit Planning Part 2	GLAD Peer Coaching and Collaboration Part 1	GLAD Peer Coaching and Collaboration Part 2	GLAD Peer Coaching and Collaboration Part 3
Kings Mountain	Furlough Day	STAR Analysis	Social and Emotional Learning/ Reading/Writing Program	Effective Modifications for Special Education	Technology in the Classroom	Authentic Assessments- School wide Projects	Review Student Assessment/ Set Following Year Goals
Cunha	Furlough Day	Understanding Student Motivation Part 1	Understanding Student Motivation Part 2	Collaboration with HMBHS	EL Strategy #2: Guided Interaction	3rd Quarter Assessment and Collaboration	Technology Training
HMBHS	Furlough Day	Bully Prevention And Intervention	1st Quarter Data Review	Strategy Swap and Articulation With Cunha	Peer Expert Workshops: “Strategy Swap”	3rd Quarter Data Review	Team Building/ Reflection/ WASC Preparation
Pilarcitos	Furlough Day	Understanding Student Motivation Part 1 (at Cunha)	Understanding Student Motivation Part 2 (at Cunha)	Curriculum Alignment with HMBHS	Preparing Students for Life After High School	CAHSEE: How to help our ELs Pass the English portion Of the exit exam	Site Visitation: Peninsula High School

*Minimum Day Staff Development = 2 hours and 40 minutes

Staff Development Plan Focus Diagram

diagram

Benchmark Process - Cycle of Inquiry