Online Professional Development

Modules English Language Arts &

Literacy Department

Let’s Mingle!

• 8:00 - 8:30: Meet & Greet

• 8:30 - 9:30: Project Overview

• 9:30 - 10:30: IM&T

• 10:30 - 10:45: Break

• 10:45 – 12:30: IM&T

• 12:30 – 1:00: Lunch

• 1:00 - 2:30: Work Period

• 2:30 – 2:45: Break

• 2:45 – 4:00: Work Period

Agenda March 22, 20148am to 4 pm

Purpose

•Purpose: To create different modes of professional learning with which teachers and administrators can engage in order to increase their exposure, knowledge, and comfort level with Common Core State Standards and Curricula.

Online Course Objectives • Each grade level will begin with familiarizing

participants with the Common Core State Standards so that participants understand the alignment between the standards, curricula and assessments.

• The course will then move to an exploration and unpacking of the curriculum in which participants understand the framework, learning targets, and lesson activities of each unit.

• The course will then introduce participants to the assessments within each unit, their alignment to the standards, and ultimately, their alignment to the NYS ELA Examination.

Online Course Objectives • The course will then introduce the concept of

differentiation and how these techniques can be applied to specific lessons within the units in order to meet student needs by tiering the tasks, not the texts.

• A vital component of these online courses will be the pre and post-assessments that participants will take at the beginning and end of the course in order to measure their growth in understanding and implementing the Common Core Curricula to meet the needs of their students.

Outcomes • During the first year of implementation of these

online courses (2014-2015 school year), we will be able to evaluate the effectiveness of the courses through anecdotal feedback from participants and pre and post-assessment data from each course.

• In addition to the data collection used during the first year of implementation, the second year of implementation will afford us with an opportunity of measuring the impact of these courses on student learning. In the 2015-2016 school year, we will be able to disaggregate student assessment data according to those teachers that have participated in these online courses.

GRADE LEVEL

TEACHER COACH IM&T Tech & Consultants

Grade K Andy Grantham Rebecca Bradstreet Karen Gerew

ESOL Consultant- Tracy (K-2)Spec Ed- Bilingual Consultant- Mariella (K-3)

Grade 1 Stephanie BizzigottiJeremy Ventura

Leah Kedley

Grade 2  Karen Schutt

Amanda ForknerKaren Gerew

Grade 3 Julie Selner Cheril Passamonte Larisa Useda  ESOL Consultant- Tracy (3-6)ESOL Consultant- Amanda Dunn (7-8) Spec Ed-Bilingual Consultant-

Grade 4 Jessica Ventura Ann KleinmanStephanie Smith

Grade 5 Jennifer Reininger Jamila SuhailLisa Garrow

Grade 6 Andrea Garfield Lesley JohnsonGrade 7 Allison Stephens

Danielle Owens 

Grade 8 David AmesKathy Klein

Alana Roberts

Grade 9 Ana Brightful James Lukens Jackie Gilmore ESOL- Carrie Pecor (9-12)Spec Ed-Bilingual Consultant-

Grade 10 John DeGrandis Carey BelairGrade 11 Jennifer Kehoe Kelly Higgins-FlaglerGrade 12 Charles Avino Lauren McCoy

  16 15 3

Common Core Learning Standards

Grades K-2Grades 3-12

Curriculum Maps A Guide to Creating the Content for the Online Modules

Saturday, April 5th at Central Office from 8am to 4pm

Mark Your Calendars!

Online Professional Development

Modules

English Language Arts & Literacy Department, Session

2

• 8:00 - 8:15: Welcome & Sign-In Sheets

• 8:15 - 9:00: Norms, Objectives & Overview, Pre/Post

Assessments for CCLS, Timesheets and Hours

• 9:00 - 9:15: IM&T Introductions and Questions

• 9:15 – 10:30: Breakout Sessions according to grade

teams

• 10:30 - 10:45: Break

• 10:45 – 12:30: Breakout Sessions according to

grade teams

• 12:30 – 1:00: (Working) Lunch

• 1:00 - 2:45: Breakout Sessions according to grade

teams

• 2:45 – 3:00: Where are we now? Closing Remarks

Agenda

April 5, 20148am to 3/4pm

Meeting Norms

Respect one another’s opinions

Appreciate constructive criticism

Value the idea that two (or even three or four) heads are better than one

Be honestBe professional Be patientHave open communicationTrust the processUnderstand that we all have

different background and experiences

Willing to shareStay focused on the task

April 5th Objectives

• Pre/Post Assessments

• The completion of the prerequisite course

for each grade level: Common Core Learning

Standards

• Completed Time Sheets & an Understanding

of How and When you will be paid for the

work

Directions: Select the choice that best completes each statement.

1. Appendix B from the CCLS document includes the following reference material: A. text exemplars (fiction) B. sample performance tasks C. text exemplars (informational) D. A, B, and C 2. Appendix C from the CCLS document includes the following reference material: A. samples of student writing B. rubrics to use while grading student writing C. annotated examples of student sample writing D. A and C

Online Professional Development Courses:

Pre-Assessment, Common Core Learning Standards

Grade level: ____

3. The CCLS include standards grouped according to: A. individual grades and student skill level B. grade levels for K-8 and grade bands for 9-12 C. grade bands and student skill level D. grade bands and skills 4. As students progress through the grade levels, the balance of literary and informational texts shifts from A. 50% - 50% in 4th grade to 30% - 70% in 12th grade B. 100% - 0% in 4th grade to 0% - 100% in 12th grade C. 70% - 30% in 4th grade to 30% - 70% in 12th grade D. none of the above 5. The ELA standards include the following strands: A. Reading, Writing, and Speaking B. Reading, Writing, and Language C. Reading, Writing, Speaking & Listening, and Language D. Reading, Writing, Speaking, Listening, and Language

ANSWERS: 1. (D); 2. (D); 3. (B); 4. (C); 5. (C)

Timesheets and Inputting Hours

• You will be paid according to completed projects, not necessarily the hours you spend working on each project. We have dedicated a certain number of hours to build each course, although some of you will be able to complete the courses in fewer hours while others may take more.

• Using the timeline we have created, the work should all be created, piloted, vetted, and revised by July 31.

• You will need to keep work documentation logs for all hours worked (other than the whole-group Saturday sessions)

Timeline Course Due Date * Scheduled

Corresponding Saturday Work

Sessions Prerequisite:

Course 1April 10th, 2014 March 22; April 5

Course 2 May 10th, 2014 April 26; May 3

Course 3 June 5th, 2014 May 17; May 31

Course 4 June 30th, 2014 June 7; June 21

Course 5 July 30, including all revisions on previously-

built courses

July 12; July 26; weekday sessions for

piloting courses

Questions

IM&T Introductions and Supports

Breakout Sessions Feel Free to spread

yourselves out!

• Lingering Thoughts/Concerns• Challenges• Successes • Pulse Check

Closing Remarks & Questions

Saturday, April 26th at Central Office from 8am to 4pmSaturday, May 3rd at Central Office from 8am to 4pm

Mark Your Calendars!

Online Professional Development

Modules English Language Arts &

Literacy Department, Session 3

• 8:15 – 8:30: Welcome & Sign-In Sheets

• 8:30 - 9:00: Norms, Objectives & Overview,

Pre/Post Assessments for CCLS, Timesheets and

Hours

• 9:00 – 10:00: IM&T Presentation

• 10:00 – 10:30: Revisions of CCLS Course

• 10:30 - 10:45: Break

• 10:45 – 12:30: Breakout Sessions according to

grade teams: Module 1 Course

• 12:30 – 1:00: (Working) Lunch

• 1:00 – 3:00: Breakout Sessions according to grade

teams: Module 1 Course

• 3:00 – 3:15: Where are we now? Closing Remarks

Agenda

April 26, 20148:15am to 3:15pm

Meeting Norms

Respect one another’s opinions

Appreciate constructive criticism

Value the idea that two (or even three or four) heads are better than one

Be honestBe professional Be patientHave open communicationTrust the processUnderstand that we all have

different background and experiences

Willing to shareStay focused on the task

April 26th Objectives

• Pre/Post Assessments for the Module 1

Courses

• IT Presentation

• Revisions of CCLS Course: eLearning vs.

EngageNY

• Begin the creation of Module 1 for each

grade level

• Completed Time Sheets & an

Understanding of How and When you

will be paid for the work

• Grade 12: Let’s Talk!

Pre/Post Assessments: Module 1 Course

• Grades K-2

• Grades 3-8

• Grades 9-12

• Please add 5 more questions that will be specific to your grade level and content found in the Module

Timeline Course Due Date * Scheduled

Corresponding Saturday Work

Sessions Prerequisite:

Course 1April 10th, 2014 March 22; April 5

Course 2 May 10th, 2014 April 26; May 3

Course 3 June 5th, 2014 May 17; May 31

Course 4 June 30th, 2014 June 7; June 21

Course 5 July 30, including all revisions on previously-

built courses

July 12; July 26; weekday sessions for

piloting courses

IT Presentation • Show digital Library – Task 1• Every Course needs same Overview page, eLearning Info &

Directions, task 1, etc. - we will do• Every Course needs same directions for same types of

tasks• Task Names vs directions

Ex. Grade 3 Introductory – Watch Video & Answer the following… - name

• PDFs in as iFramePowerPoints – slideshare, save as/make into PDF or

embed code from a google-doc • Small groups –• Review Screen Shot of what Module 1 should look

like (they need to set up)** Need to get everyone set up for google hangouts

Please make the necessary changes to your courses based on IT feedback and small group work

Revisions to CCLS Course

Breakout Sessions Feel Free to spread

yourselves out!

• Lingering Thoughts/Concerns• Challenges• Successes • Pulse Check

Closing Remarks & Questions

Saturday, May 3rd at Central Office from 8:15am to 3:15pmSaturday, May 17th at Central Office from 8:15am to 3:15pm

Mark Your Calendars!

Peer Review: CCLS Course • Provide constructive criticism that is honest,

objective, and specific

• Provide recommendations and suggestions for improvement

• Don’t be afraid to have a courageous conversation!

• Be open to receiving feedback!