Curriculum Materials

1. Curriculum Materials

2. Common Core Materials List *Trade books for the units of study were chosen based on the criteria found in Appendix A in the Common Core Standards. Each unit of study is accompanied by 5-10 texts in elementary school. Novels were purchased for each middle school student.

3. Elementary ELA • Three pilot Common Core Units units for each grade level with incorporated performance tasks • Support materials: • Trade books accompany each unit of study (in-house units of study, curriculum modules from Engage NY) • Ready Common Core Instruction Books • Lucy Calkins Writing Kits

4. Secondary ELA • Middle School Units of Study – Written in-house by instructional coaches using texts found in Appendix A of the Common Core Standards • Four short units focused on Common Core instructional shifts for grades 6-12 • Reading Closely for Textual Details • Making Evidence-Based Claims • Researching to Deepen Understanding • Building Evidence Based Arguments

5. Elementary Math • Bridge materials – Ready Common Core Books • Pilots of math materials – Engage NY Modules, Publisher Adoptions

6. Secondary Math • Common Core Bridge Materials – Explorations in Core Math are being used in the following courses: • Math 6, Math 7, Math 8, Algebra, Geometry

8. Math Textbook Adoption Process

9. SBAC PREPARATIONS

10. Data and Assessments • Developing Benchmarks in ELA and Math • ELA and Math Common Core Curriculum Teams selected Benchmark test items - 2 constructed response type questions and the rest are selected response- 10-15 questions per grade level • Administer it online – every teacher in grades 2-10 will review data, score the constructed response and calibrate their scoring using rubrics through District release day

11. Benchmark Scoring Days Teachers engage in the following during their training day: • Scoring Calibration Training – Teachers works in school teams and analyze sample student answers to constructed response questions using SBAC rubrics. Teachers calibrate their thinking as a team and come to consensus about the attributes that contributed to each student’s score. (90 minutes) • Teachers Score Student Responses - Teachers log in to EADMS and score their students’ responses to the constructed response questions. (Up to 90 minutes) • Team Planning Time – Teachers work in grade level teams to plan using ELA Common Core Units of Study or Math Modules. (Up to three hours)

12. Common Core Report Cards • Data Action team reviewed samples of CCSS report cards for elementary schools • One sample was selected and modified • SIS Coordinator is setting it up in PowerSchool • Data Action Team will review and then send it out to teachers for feedback • Report card will be online for use in Fall 2014 • The Data Action Team decided to use GLOs (General Learner Outcomes) to assess students’ 21st Century Skills in addition to the Common Core Standards • Self-Directed Learner • Community Contributor • Complex Thinker • Quality Producer • Effective Communicator • Effective and Ethical User of Technology

13. PC MAC • Mac OS X 10.4.4 • Intel x86 or PowerPC G3 (300 MHz) processor • 256 MB RAM • 200 MB hard drive free space • Windows XP (service pack 3) • Pentium 233 MHz processor • 128 MB RAM • 52 MB hard drive free space SBAC Readiness Goals Provide ACCESS to Technology Tools and Training SBAC Minimum SpecificationMachines-Current Machines Tablets • iOS: iPads 2 and 3 running iOS6 • Android: Android based tablets running Android 4.0+ • Chrome OS: Chromebooks running Chrome OS (v19)+ • 490 New computers purchased and installed 2012-13; 1640 iPads purchased in 2013-14; All labs upgraded and 5 new HS and MS labs built in 2012-13; 11 more new labs 2014; 28 New Servers at sites

16. CREATING AN SBAC SCHEDULE

17. THE REVISED RATIO... • 3 students per 1 device • 4 students per 1 device Elementary Secondary

18. THE OPTIONS • Mac Mini Lab • PC Lab • Chromebook Cart • iPad Cart Wired Lab Options Mobile Lab Options

19. TECH LEAD TRAINING • Identify required technology skills embedded in Common Core Standards • Discuss a student technology skills matrix and identify site and district needs • Compare SBAC and CST • Review technology skills and hardware for SBAC • Participate as a learner in a Blended Learning Classroom • Explore how Blended Learning strategies can be used to personalize learning

20. Next Steps • Local Control Accountability Plan (LCAP) • Evaluation of PD Programs • Evidence of Common Core Shifts in Practice- http://www.engageny.org/resource/tools-to-guide-the-collection-of-evidence-of-shifts-in-practice • Planning for Summer Institutes • Implementation plan for ELD Standards • Develop Multi-grade Units for Special Ed Classrooms • Develop Blended Learning Tech Units • Training, Training, Training

21. Summary • Develop your Plan with Lots of stakeholder input, “by in” and support • Create teams of leaders- promote teacher and principal leadership • Define your challenges • Technologicalas well as educational • Set realistic expectations • Mastery of the CCSS cannot be achieved overnight • Mentorship, Coaching, Collaboration and Site-based CCSS implementation and training is critical • Keep your eye on the goal- it’s all of our kids that win!

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