As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
Disrupting the way education is delivered at schools - DevCon2019sarguroh
A methodology combined with smart tools to empower our teachers with technology that will allow them to focus more on in-class delivery in schools rather than maintaining paper trails.
Whilst we have enforced digital transformation externally by providing technology that most often is not embraced by teachers, we have left the internal processes of delivery of education orphaned. No attempt is being made to revisit the processes and offer smarter ways of working for our teachers.
This is an approach that attempts to help the teaching community dispense their time and energy more with children than with bureaucracy.
Join us as a twinned school and build a network of teachers who work smart and co-operate and collaborate effectively using this methodology and smart tools.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
Collaborative Platforms for Open Content DevelopmentUna Daly
As more colleges are promoting the adoption of OER to expand access and improve completion rates, collaborative platforms for publishing open content are becoming more critical. Faculty, librarians, and instructional designers are often working in teams to curate, adapt, and format openly licensed content for entire courses.
Join us for this free and open webinar to hear from several stakeholders who have adopted collaborative platforms to streamline the process from course outline to delivery of fully OER courses and open textbooks. The Massachusett’s Community College Go Open project is designing an OER Hub with OER Commons for creating and sharing educator developed resources statewide. Early childhood educators in California are building a national community of practice based on the Rebus Foundation model to author open textbooks for the eight major courses in the Childhood Development lower division curriculum.
When: Wednesday, September 19th, 11am PT/ 2pm ET
Featured Speakers:
Peter Shea – Director of Professional Development, Middlesex Community College, MA
Donna Maturi – Coordinator of Library Services, Middlesex Community College, MA
Amanda Taintor – Faculty Coordinator, Instructional Design and Distance Education, Reedley College, CA
Jennifer Paris – Early Childhood Education Faculty, College of the Canyons, CA
As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
Disrupting the way education is delivered at schools - DevCon2019sarguroh
A methodology combined with smart tools to empower our teachers with technology that will allow them to focus more on in-class delivery in schools rather than maintaining paper trails.
Whilst we have enforced digital transformation externally by providing technology that most often is not embraced by teachers, we have left the internal processes of delivery of education orphaned. No attempt is being made to revisit the processes and offer smarter ways of working for our teachers.
This is an approach that attempts to help the teaching community dispense their time and energy more with children than with bureaucracy.
Join us as a twinned school and build a network of teachers who work smart and co-operate and collaborate effectively using this methodology and smart tools.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
Collaborative Platforms for Open Content DevelopmentUna Daly
As more colleges are promoting the adoption of OER to expand access and improve completion rates, collaborative platforms for publishing open content are becoming more critical. Faculty, librarians, and instructional designers are often working in teams to curate, adapt, and format openly licensed content for entire courses.
Join us for this free and open webinar to hear from several stakeholders who have adopted collaborative platforms to streamline the process from course outline to delivery of fully OER courses and open textbooks. The Massachusett’s Community College Go Open project is designing an OER Hub with OER Commons for creating and sharing educator developed resources statewide. Early childhood educators in California are building a national community of practice based on the Rebus Foundation model to author open textbooks for the eight major courses in the Childhood Development lower division curriculum.
When: Wednesday, September 19th, 11am PT/ 2pm ET
Featured Speakers:
Peter Shea – Director of Professional Development, Middlesex Community College, MA
Donna Maturi – Coordinator of Library Services, Middlesex Community College, MA
Amanda Taintor – Faculty Coordinator, Instructional Design and Distance Education, Reedley College, CA
Jennifer Paris – Early Childhood Education Faculty, College of the Canyons, CA
21st century learners around the world demand personalized curriculum from educators who can easily synthesize global Open Educational Resources (OER) into intentional instruction for students via individualized learning plans and interventions linked to core standards. Discover a cloud-based set of solutions proving these concepts with exceptional student achievement results. Featuring Silverback Mileposts Instructional Improvement System ( www.silverbacklearning.com ), LinkIt Assessment System ( www.linkit.com ) and Gooru search engine for learning ( www.goorulearning.org )
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
Offering Students a Spectrum of Online Learning Experiences: featuring Jeffco...Blackboard
In 2006, Jeffco Public Schools in Colorado was looking for a way to address the staggering number of students that were failing classes as well as provide options for students that wanted to learn in a way that modeled their digital lives. The district also wanted to expand educational options for the hundreds of students that were leaving the district each year to learn online elsewhere.
In order to meet these needs, Jeffco Public Schools turned to Blackboard to expand educational offerings with online courses.
Jeffco Public Schools shares how Blackboard software helped accomplish the following:
Develop a five-year road map for online learning,
Address the districts withdrawal and failure rate,
Provide online learning opportunities without students having to leave their school,
Launch a statewide online school and,
Use online learning as a vehicle for organizational change.
The technologies and people we are designing experiences for are constantly changing, in most cases they are changing at a rate that is difficult keep up with. When we think about how our teams are structured and the design processes we use in light of this challenge, a new design problem (or problem space) emerges, one that requires us to focus inward. How do we structure our teams and processes to be resilient? What would happen if we looked at our teams and design process as IA’s, Designers, Researchers? What strategies would we put in place to help them be successful? This talk will look at challenges we face leading, supporting, or simply being a part of design teams creating experiences for user groups with changing technological needs.
21st century learners around the world demand personalized curriculum from educators who can easily synthesize global Open Educational Resources (OER) into intentional instruction for students via individualized learning plans and interventions linked to core standards. Discover a cloud-based set of solutions proving these concepts with exceptional student achievement results. Featuring Silverback Mileposts Instructional Improvement System ( www.silverbacklearning.com ), LinkIt Assessment System ( www.linkit.com ) and Gooru search engine for learning ( www.goorulearning.org )
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
Offering Students a Spectrum of Online Learning Experiences: featuring Jeffco...Blackboard
In 2006, Jeffco Public Schools in Colorado was looking for a way to address the staggering number of students that were failing classes as well as provide options for students that wanted to learn in a way that modeled their digital lives. The district also wanted to expand educational options for the hundreds of students that were leaving the district each year to learn online elsewhere.
In order to meet these needs, Jeffco Public Schools turned to Blackboard to expand educational offerings with online courses.
Jeffco Public Schools shares how Blackboard software helped accomplish the following:
Develop a five-year road map for online learning,
Address the districts withdrawal and failure rate,
Provide online learning opportunities without students having to leave their school,
Launch a statewide online school and,
Use online learning as a vehicle for organizational change.
The technologies and people we are designing experiences for are constantly changing, in most cases they are changing at a rate that is difficult keep up with. When we think about how our teams are structured and the design processes we use in light of this challenge, a new design problem (or problem space) emerges, one that requires us to focus inward. How do we structure our teams and processes to be resilient? What would happen if we looked at our teams and design process as IA’s, Designers, Researchers? What strategies would we put in place to help them be successful? This talk will look at challenges we face leading, supporting, or simply being a part of design teams creating experiences for user groups with changing technological needs.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017.
It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand our users. All good marketing starts with audience insight.
The presentation covers the following:
1) An introduction to UX
2) Ethnography, with definitions and examples of 7 ethnographic techniques
3) User-centred design and Design Thinking
4) Examples of UX-led changes made at institutions in the UK and Scandinavia
5) Next Steps - if you'd like to try out UX at your own organisation
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
A roadmapfor implementingblendedlearningcue mar2014iNACOL
iNACOL completed a roadmap for blended learning. These elements include leadership, professional development, teaching, operations/policy, content and technology. Each element is needed in order to have a successful implementation.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Virtual School Symposium Presentation 2012 Taking an Online School to the Ne...Eric Lehmann
Eric Lehmann and Rick Nettesheim from eAchieve Academy in Waukesha, WI presenting their case study of an online Virtual Charter School and its improvement plan for the past 8 years.
Dé rienda suelta a sus superpoderes de los profesores
itslearning es una plataforma de aprendizaje de próxima generación que va más allá de la tradicional
sistema de gestión (LMS) de aprendizaje al permitir que los educadores puedan planificar con facilidad y
gestionar su plan de estudios. Un planificador de aprendizaje digital interactivo y flexible acoplado con un repositorio objetivo de aprendizaje de búsqueda diseñado para ayudarle a alcanzar los objetivos de administración curricular
Making the most of digital resources - Lis Parcell and Alicia WallaceJisc
Led by Lis Parcell, subject specialist - libraries and digital resources, Jisc.
With contribution from Alicia Wallace, digital learning manager at Gloucester College.
In this session you’ll hear from local colleagues, explaining how they are making the most of some of the digital resources available through Jisc.
Connect more in Cheltenham, 30 June 2016
Using Collaborate Ultra for our Digital Delivery Teaching Events and for Esta...Blackboard APAC
Since 2014, Nossal High School has run a program of Digital Delivery Days where students are asked to remain at home and classes are delivered entirely via Blackboard for duration of the day. This year we have focused on the use of Collaborate Ultra for working with our students through their course areas on Blackboard. We have also been investigating solutions for encouraging classrooms to default to team-based learning activities, away from centralised AV (projectors and whiteboards) and believe Blackboard Collaborate Ultra may be able to provide us with a feasible alternative.
This presentation will report on the effectiveness of using Collaborate Ultra within our Digital Delivery setting and also on the early stages of replacing centralised AV within our classrooms.
Re-culture, Re-structure: Setting the Stage for a Successful Curriculum Mappi...Dr. Suad Alazzam
Curriculum mapping is not a mere process of gathering data on the school’s taught courses. Rather, it is an opportunity for improving the performance of the school as a learning organization. How can we ensure that the design of our curriculum mapping project is supportive of learning? The first step is to take care of needed contextual cultural and structural transformations.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
EdCaliber and San Ysidro School District: Using Technology to Increase Collaboration Within Schools
1. Using Technology to Increase Collaboration
Within Schools
Kimberly Nisson
October 16, 2012
2. San Ysidro Elementary School District
• San Ysidro School District (SYSD) Profile:
o 5,252 preschool through eighth grade students
o 7 schools, all on a modified 11-month schedule
o 73.0% classified as Limited English Proficient (LEP)
o 71.1% qualify for Free/Reduced Price Meals
o Enrollment projected to double in the next decade
• SYSD Objectives
o To rapidly grow technological infrastructure, streamlining
purchased and developed teacher resources
o To help teachers to become technologically savvy, data-
driven, and increasingly collaborative
o To leverage technology to grow and strength SYSD Bilingual
and Dual Language Programs
3. Power Hour
• District-wide implementation of standards-based
instruction using technology & current
curriculum.
• Students are grouped homogeneously for one
hour per day to focus on standards.
• Helps fill in the gaps from our adopted core
program in ELA.
• Requires teachers to use SMART Notebook
lessons, digital resources, and teacher-created
materials.
• Students are regularly assessed on the standards
taught.
• Data analysis guides instruction.
8. The SYSD/EdCaliber Partnership
Piloted in early 2012, SYSD has utilized the
EdCaliber platform to achieve three main goals:
1. Coordinating Calendars to Streamline Planning
and Pacing Guides
2. Aggregating Power Hour and Other District-
Wide Resources
3. Encouraging Teacher Collaboration and
Ongoing Professional Development
9. Quote
"EdCaliber transformed how San Ysidro School District
designed its lessons. It ushered a new model of lesson planning into
the district, which helped teachers access professional content and
resources to create individual and collaborative lessons. SYSD had set
rigorous goals; EdCaliber helped SYSD maintain high interest, and
improved both instructional delivery and student achievement."
Gloria Madera, Asst Superintendent of Educational Services
San Ysidro School District
10. Why Partner with EdCaliber?
Past Present
• Server-based shared folder • District, site, grade level, and
system for resources (read-only, individual resource libraries are
and loaded by district) easily accessible.
• Sharing of resources via hard • Dynamic hub for sharing
copy & email attachments.
resources.
• Isolation of ideas with one
teacher, grade level, or school. • Collaboration within and across
• Limited access from home. schools.
• Static planning calendars; • Fully web-based system;
isolated by program and subject. accessible outside the district.
• Administrators • Flexible calendars; merged
– Relied on isolated calendars across programs and subjects.
and/or Outlook
• Administrators
– Shared resources via hard-copy or
email – Use common staff calendars
– Share site resources
11. Organization (Past)
• Resources were housed in a shared
folder on the district’s server.
• Resources had to be downloaded first to
be viewed.
• Remote access was limited.
12. Organization (Present)
• Resources are uploaded to EdCaliber.
• Teachers can copy, edit, schedule, and preview resources.
• 24/7 remote, web-based access.
23. Collaboration (Past)
• Teachers worked in isolation.
• Teachers met in person to share ideas and
resources.
• Collaboration opportunities were limited.
• Editing and revising resources was time-
consuming.
• Resources were shared on a small scale.
24. Encouraging Collaboration and
Ongoing Professional Development (Present)
• Encouraging collaboration within and across
school sites
• Building a library of lesson plans for all
teachers, including bilingual and dual
language programs
• Expanding Response to Intervention (RtI)
resources and efforts
• Easing the transition to Common Core
26. Sharing Resources (Present)
• Teacher workgroups after school to find and
create resources by standard for initial EdCaliber
upload
– SMART Exchange
– Web searches
• Teachers share folders in EdCaliber for continued
resource sharing
• Teachers create resources and upload them to
EdCaliber
• Templates have been added for additional sharing
29. Expanding SYSD’s Technology Toolkit
Tapping into the SDCOE/EdCaliber Connection
• San Diego County Office of Education (SDCOE)
was able to share resources they created for
English Learner instruction with SYSD via
EdCaliber.
• Collaboration with SDCOE for Transference
• Increased Dual Language and Biliteracy
teacher excitement for EdCaliber because of
immediate access to resources specifically
designed for their student population.
30. Working with SDCOE to Target English Language Learners
Accessing SDCOE content via EdCaliber
31. Working with SDCOE to Target English Language Learners
Accessing SDCOE transference template via EdCaliber
View only mode
32. Working with SDCOE to Target English Language Learners
Accessing SDCOE transference template via EdCaliber
Edit mode
33. Working with SDCOE to Target English Language Learners
Uploading resources to support transference lessons
34. Expanding RtI Resources and Special Education
Collaboration Efforts
• Coordinating Individualized Education
Programs (IEP) Meetings within schools
• Uploading RtI forms, samples, reference
materials, and strategies
• Uploading Special Education procedures and
forms
35. Response to Intervention (RtI)
RtI resources, articles, forms
and samples are available to
staff in EdCaliber.
37. Easing the Transition to Common Core
As SYSD aligns to Common Core State
Standards, we will be able to reorganize
existing material, create new resources,
collaboratively plan and assess by
standard in EdCaliber.
38. Getting to District-Wide Usage
• Step 1: January 2012 ~ Introduction & feedback with focus
groups
• Step 2: March – May 2012 ~ Leadership team developed
implementation plan
• Step 3: July – November 2012 ~ Sessions of training and target
groups
– Session 1: Resources System
– Session 2: Calendar System (train the trainer model)
– Teachers (2nd – 6th, then K-1st & 7th-8th)
– Administrators
– Clerical Staff
• Step 4: September – June 2013 ~ Ongoing Support
– Voluntary support sessions during PLC
– Staff and PLC Meetings
– Connecting with outside trainers
40. How are we doing against our goals?
Goal Status
1. Coordinating Calendars to 1. Great
Streamline Planning and
Pacing Guides
2. Aggregating District-Wide 2. Good
Resources
3. Encouraging Teacher 3. Good
Collaboration and Ongoing
Professional Development
41. Quote
It's a wonder how we previously got along without EdCaliber,
since now it is always our starting point whenever we team to lesson
plan and collaborate. EdCaliber saves us time by having all our
resources at our fingertips and enables us to be more efficient
educators. EdCaliber is a tool every teacher should have to make
his/her teaching experience organized and simplified.
Elva De Baca, Bilingual 3rd Grade Teacher
Sunset Elementary School
42. What’s next?
• Continuing with Transference Lessons
• Ongoing Professional Development Support
• Adopted Core Digital Materials (ELA & Math)
• 7th/8th Grade Resources
• Enhance Math
• Common Core
• Science & Social Science
• Special Education Catalog
43. For More Information
Kim Nisson
knisson@sysd.k12.ca.us
(619) 428-4476 ext.3087
Debra Maddox
dmaddox@edcaliber.com
(415) 846-5100