This document outlines the agenda for two Saturday work sessions to develop online professional development courses on the Common Core Learning Standards. The April 26th session will review norms and objectives, complete pre-assessments, receive an IM&T presentation, revise the CCLS prerequisite course, and have grade-level teams work on the first module for each course. The May 3rd session will follow a similar agenda, with grade-level teams continuing work on the first module for each course and providing feedback to each other. The goal is to have the first course completed by May 10th.

1. English Language Arts & Literacy
Department

3. • 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
March 22, 2014
8am to 4 pm

4. • 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.

5. • 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.

6. • 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.

7. • 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.

8. 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 Bizzigotti
Jeremy Ventura
Leah Kedley
Grade 2
Karen Schutt
Amanda Forkner
Karen 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 Kleinman
Stephanie Smith
Grade 5 Jennifer Reininger Jamila Suhail
Lisa Garrow
Grade 6 Andrea Garfield Lesley Johnson
Grade 7 Allison Stephens
Danielle Owens
Grade 8 David Ames
Kathy 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 Belair
Grade 11 Jennifer Kehoe Kelly Higgins-Flagler
Grade 12 Charles Avino Lauren McCoy
16 15 3

9.  Common Core Learning
Standards
Grades K-2
Grades 3-12
A Guide to Creating
the Content for the
Online Modules

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

11. English Language Arts & Literacy
Department, Session 2

12. • 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
April 5, 2014
8am to 3/4pm

13. Respect one another’s opinions
Appreciate constructive criticism
Value the idea that two (or even three
or four) heads are better than one
Be honest
Be professional
Be patient
Have open communication
Trust the process
Understand that we all have different
background and experiences
Willing to share
Stay focused on the task

14. • 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

15. 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: ____

16. 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)

17. • 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)

18. Course Due Date * Scheduled Corresponding
Saturday Work Sessions
Prerequisite:
Course 1
April 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

19. IM&T Introductions and
Supports

20. Feel Free to spread yourselves out!

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

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

23. English Language Arts & Literacy
Department, Session 3

24. • 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
April 26, 2014
8:15am to
3:15pm

25. Respect one another’s opinions
Appreciate constructive criticism
Value the idea that two (or even three
or four) heads are better than one
Be honest
Be professional
Be patient
Have open communication
Trust the process
Understand that we all have different
background and experiences
Willing to share
Stay focused on the task

26. • 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!

27. • 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

28. Course Due Date * Scheduled Corresponding
Saturday Work Sessions
Prerequisite:
Course 1
April 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

29. • 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 iFrame
PowerPoints – 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

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

31. Feel Free to spread yourselves out!

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

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

34. • 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!