City Schools Curriculum & Instructional Supports: SY

Transcription

1 City Schools & Instructional Supports: SY A guide to City Schools curriculum, assessments, materials, and professional development expectations in Literacy and Mathematics for the school year. Foreword For the past three years, City Schools has been engaged in the development, improvement, and implementation of curriculum, assessments, materials, and professional development aligned to the Common Core State Standards (CCSS) adopted by the state of Maryland in June of These education standards establish a set of shared goals and expectations for what students should know and be able to do in grades PreK-12 in order to be prepared for success in college and the workplace. The standards are research and evidence based, as well as aligned with international benchmarks, ensuring all students are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad. Since 2010, the road to the CCSS is leading the district toward a coherent and focused curriculum grounded in rigorous content and high-order skills, bolstered by high-quality resources and ongoing professional development for teachers and school leaders. City Schools goal for SY is to continue progress toward the expectations outlined for schools and students in the CCSS. In doing so, the district is providing all schools with revised, expanded, and increasingly rigorous curriculum, assessments, materials, and professional development needed to achieve our goals in SY and beyond. To provide a common vision of what this will look like for City Schools in the school year, this document outlines guidance to aid leaders in their understanding of: 1 City Schools curriculum and instructional supports in literacy and mathematics PreK-12 including, assessments, materials, and professional development 2 Expectations for implementing and supporting the district curriculum at the school level 3 Policy and processes for opting-out of receiving City Schools curriculum and instructional supports 1

2 Table of Contents Section 1: City Schools & Instructional Supports 3 8 Literacy 3 4 Literacy in the Content Areas: Social Studies and Science 5 6 Mathematics 7 8 Section 2: Expectations of Teachers & School Leaders... 9 Section 3: Opt-Out Policy and Process 10 Appendix A: Content Area and Grade Level Details Literacy Literacy in the Content Areas: Social Studies and Science Mathematics Click Here to electronically indicate your school s intent for implementing City Schools curriculum and instructional support provisions for SY

3 Section 1: City Schools & Instructional Supports Literacy The following section provides an overview of the Theory of Action guiding the literacy initiative in the district and describes City Schools literacy curriculum and instructional supports for the school year. Inclusive within this are four key areas: curriculum, assessments, materials, and professional development. Theory of Action City Schools believes that If the district... Provides rigorous curriculum aligned with the CCSS Supports the curriculum with key resources and materials Engages teachers in deep professional development that leads to a high-level of content knowledge and skillful pedagogy then teachers will... Provide rigorous curriculum to students Have the ability to connect curriculum and resources for students Have a deeper knowledge of literacy curriculum and pedagogy therefore, students will... Read grade level texts with fluency and strong comprehension Write persuasive/ argumentative, explanatory, informative, and narrative texts with conviction and authority Experience improved academic success Overview To-date we have: Assessed the needs of schools and students through the use of diagnostic assessments. Provided a structure for instruction through the City Schools' Model of Effective Literacy Instruction. Provided professional development on the diagnostic assessments, Instructional Models, Lesson Sets, Units of Study, and Literacy Design Collaborative (LDC) Modules. Constructed a PreK-K literacy curriculum aligned to CCSS expectations. In SY City Schools will: Provide guidance to support the City Schools curriculum, instructional models, assessments, and materials Provide additional support in the area of Word Study in grades K through 8 Expand and revise the current Lesson Sets, Units of Study, and LDC Modules. Table 1 provides an overview of the four key areas (curriculum, assessment, materials, and professional development) offered by the district for the school year. (See Appendix A Literacy for detail). Schools are able to opt-out of receiving and implementing the district curriculum and instructional supports either through an all-inclusive opt-out or by choosing between literacy materials for supporting word study (See Section 3 for details). 3

4 TABLE 1: City Schools and Instructional Supports SY 13-14: LITERACY Grade Band Anchored in the Instructional Models Assessments CCSS aligned scope & sequence Baseline Assessments (BOY-MOY-EOY) PreK Early Learning (scripted online) 10 Units Post Unit Assessments 1 at end of each unit Needed to Support the Purchased by the district: Anchor Texts Professional Development K Interactive Read Aloud text CCSS aligned scope & sequence Early Learning (scripted online) 10 Units, grade K CCSS Interactive Read Aloud Exemplar Lesson Sets 2 sets per unit (20 sets for the year), grade K CCSS Text Exemplar Modules 4 sets (1/quarter), grades 1-5 Concentrated efforts in Word Study CCSS aligned scope & sequence Units of Study 4 units (1/quarter) LDC Modules 4 modules (1/quarter) Concentrated efforts in Word Study CCSS aligned scope & sequence Units of Study 4 units (1/quarter) LDC Modules 4 modules (1/quarter) Literacy Diagnostics (STEP, RISE 1, Wireless 2, and other district approved assessments) (BOY-MOY-EOY) Reading & Writing Assessments 1 at end of each unit, grade K Quarterly module Reading & Writing Assessments, grades 1-5 Mock MSA Literacy Diagnostics (RISE 1 and other district approved assessments) (BOY-MOY-EOY) LDC Writing Assessment 1 at end of each module Mock MSA Literacy Diagnostics (RISE 1 and other district approved assessments) (BOY-MOY-EOY) grade 9 & 10 LDC Writing Assessment 1 at end of each module Purchased by the district: Anchor Texts Word Study Choice Fundations (grades K-3) Building Vocabulary (grades 4-5) Purchased by the school: Explorations in Non-fiction Writing Classroom Libraries Leveled Text Decodables (grades k-2) Purchased by the district: Anchor Texts Word Study Choice Rev it up (grades 6-8) Building Vocabulary (grades6-8) Purchased by the school: Classroom Libraries Purchased by the district: Anchor Texts Purchased by the school: Classroom Libraries Focused on supporting the curriculum, assessments, and materials. All teachers and school leaders will be expected to participate. DATES Aug 22 Sept 27 Oct 17 Nov 15 Jan 31 April 4 June 10 *Summer PD information is forthcoming. Mock HSA grade 10 Mid-term & final exams Click here for additional information regarding the LITERACY CURRICULUM & INSTRUCTIONAL SUPPORTS by GRADE 1 RISE will be taken by all students in grades 5-8 at least one time at the end of the year. Select other students will take the assessment at the beginning and middle of the year. 2 Wireless will partner with Amplify in the SY. The new name will be Amplify. 4

5 Literacy in the Content Areas: Social Studies and Science The following section provides an overview of the Theory of Action guiding the disciplinary literacy work in the district including curriculum and instructional supports for the school year. Inclusive within this are four key areas: curriculum, assessments, materials, and professional development. Theory of Action City Schools believes that If the district... Provides rigorous curriculum aligned with the CCSS, and MSC/C3 Framework (social studies) or Next Generation Science Standards (science) Supports the curriculum with key resources and materials Engages teachers in deep professional development that leads to a high-level of content knowledge and skillful pedagogy then teachers will... Provide rigorous curriculum to students Have the ability to connect curriculum and resources for students Have a deeper knowledge of disciplinary literacy curriculum and pedagogy therefore, students will... Use rich and varied sources to reach understandings and solve problems Write argumentative, explanatory, and informative texts with conviction Apply crosscutting concepts to real world context Experience improved academic success Overview To-date we have: Provided professional development on the Scope and Sequence, Units of Study, and Literacy Design Collaborative (LDC)Modules. Provided science teachers with professional development on the newly adopted Next Generation Science Standards. In SY City schools will: Provide LDC modules for all secondary social studies courses that are aligned to the Maryland State (MSC), Common Core State Standards for Literacy & History/Social Studies, and the national C3 framework for social studies state standards. Provide schools with LDC Modules to be embedded in the scope and sequence for grades 6-8 social studies, and high school US History, American Government, and World History. Provide schools with LDC Modules to be embedded in the scope and sequence for grades 6-8 science, and high school Biology, Chemistry, Environmental Science, and Physics. Table 2 provides an overview of the four key areas (curriculum, assessment, materials, and professional development) offered by the district for the school year. (See Appendix A Literacy in the Content Areas: Social Studies and Science for detail). Schools are able to opt-out of receiving and implementing the district curriculum and instructional supports (See Section 3 for details). 5

6 TABLE 2: City Schools and Instructional Supports SY 13-14: Literacy in the Content Areas - Social Studies & Science Grade Band Anchored in the Instructional Models Assessments 2 LDC Modules (1/semester) Writing focus: LDC Writing Assessment 1 at end of Social o 1 argumentative each module Studies o 1 informative 6-8 Science 9-12 Social Studies 9-12 Science 2 LDC Modules (1/semester) - Writing focus: o 1 argumentative o 1 informative 2 LDC Modules for US History, American Government, & World History (1/semester in each area) - Writing focus: o 1 argumentative o 1 informative 2 LDC Modules for Biology, Chemistry, Environmental Science, & Physics (1/semester in each area) - Writing focus: o 1 argumentative o 1 informative Mock MSA LDC Writing Assessment 1 at end of each module Mock HSA American Government LDC Writing Assessment 1 at end of each module Mock HSA Biology LDC Writing Assessment 1 at end of each module Needed to Support the Continued use of City Schools recommended text Additional material recommendations forthcoming for SY Focused on supporting the curriculum, assessments, and materials. All teachers and school leaders will be expected to participate. DATES Aug 22 Sept 27 Oct 17 Nov 15 Jan 31 April 4 June 10 *Summer PD information is forthcoming. Click here for additional information regarding the SCIENCE CURRICULUM & INSTRUCTIONAL SUPPORTS by GRADE 6

7 Mathematics The following section provides an overview of City Schools mathematics curriculum and instructional supports for the school year. Inclusive within this are four key areas: curriculum, assessments, materials, and professional development. Theory of Action If the district... Provides a rigorous curriculum aligned with the CCSS Supports the curriculum with key resources and materials Engages teachers in deep professional development that leads to a high-level of content knowledge and skillful pedagogy then teachers will... Provide rigorous curriculum to students Have the ability to connect curriculum and resources for students Have a deeper knowledge of mathematics curriculum and pedagogy therefore, students will... Be able to model mathematics to show real world context Operate with numbers and mathematical representations fluently Experience improved academic success Overview To-date we have: Aligned the PreK-5 Units of study fully to the Common Core Standards. Provided pre/post assessment structures for informing student progress in PreK-5. Implemented Agile Mind in secondary classrooms. Provided a structure for instruction through the Mathematics Instructional Models. Provided professional development on the Instructional Models. In City Schools will: Provide Units of Study for PreK-5 mathematics aligned to Common Core. Provide pre/post assessments for each unit of study from grades 1 to Algebra II. Provide Agile Mind for grades 6 through 8 with MSA mini-lessons embeded. Expand Agile Mind course offerings in high school to include in Honors Algebra I, Intensified Algebra I, Geometry, and Algebra II. Table 3 provides an overview of the four key areas (curriculum, assessment, materials, and professional development) offered by the district for the school year. (See Appendix A Mathematics for detail). Schools are able to opt-out of receiving and implementing the district curriculum and instructional supports either through an all-inclusive opt-out or by choosing between math materials for supporting fluency (See Section 3 for details). 7

8 Table 3: City Schools and Instructional Supports SY 13-14: Mathematics Grade Band Anchored in the Instructional Models Assessments CCSS aligned scope & sequence Baseline Assessments (BOY-MOY-EOY) PreK - K Early Childhood (scripted online) 10 units in prek, 9 units in K Teaching New Concepts Concentrated effort in Automaticity CCSS aligned scope & sequence CCSS Units of Study full year Concentrated effort in Automaticity CCSS aligned scope & sequence Units of Study with MSA Units/mini-lessons (Aug-Dec) MSA Focus Units (Jan-March) CCSS Units of Study (April-June) Post Unit Assessments end of each unit *Pre-assessments, formative checklists, and problem solvingtask available, not required Pre/Post Unit of Study Assessments Problem Solving Task Pre/Post Unit of Study Assessments Mock MSA, Problem Solving Task Needed to Support the Purchased by the district: Fluency Choice First in Math (grade K) Purchased by schools: Manipulatives Purchased by the district: Fluency Choice First in Math Purchased by schools: Manipulatives Purchased by the district: Fluency Choice First in Math Purchased by schools: Manipulatives Professional Development Focused on supporting the curriculum, assessments, and materials. All teachers and school leaders will be expected to participate. DATES Concentrated effort in Automaticity CCSS aligned scope & sequence CCSS Agile Mind Topics with MSA mini-lessons (Aug- Dec) MSA Focus Units (Jan-March) CCSS Agile Mind Topics (April-June) Concentrated effort in Automaticity CCSS aligned scope & sequence CCSS Agile Mind Topics with HSA core learning goals in Intensified Algebra I and Honors Algebra I CCSs Agile Mind expansion Algebra II CCSS Agile Mind expansion Geometry Post Agile Mind Topic Assessments Pre/Post Agile Mind Unit Assessments Mock MSA Post Agile Mind Topic Assessments Pre/Post Agile Mind Unit Assessments Mock HSA Midterm and Final Purchased by the district: Agile Mind resources Fluency Choice First in Math Purchased by schools: Manipulatives Agile Mind technology Purchased by the district: Agile Mind resources Fluency Choice First in Math upon request Purchased by schools: Manipulatives Agile Mind technology Aug 22 Sept 27 Oct 17 Nov 15 Jan 31 April 4 June 10 *Summer PD information is forthcoming. Click here for additional information regarding the MATHEMATICS CURRICULUM & INSTRUCTIONAL SUPPORTS by GRADE 8

9 Section 2: Expectations of Teachers & School Leaders The City Schools curriculum and instructional support information highlights the curricular, assessment, material, and professional development to be provided by the district. All schools receiving these supports are expected to commit to implementing the curriculum, assessment strategies, materials, and professional development provided by the district to the fullest extent possible. The figure below illustrates what is expected of teachers and school leaders. Teachers Implement City Schools curriculum as outlined in Section 1 Assess students using assessments outlined in Section 1 for literacy and mathematics Attend all district systemic professional development days outlined in Section 1 Engage in district focused Professional Cycles of Learning that includes analysis of student work and peer observations School Leader/ILT Regular classroom visitations with feedback to teachers on instruction and implementation Regular reporting of progress and implementation of CCSS instruction at Instructional Leadership Team meetings Manage teacher attendance on all systemic professional development days described in Tables 1-3 Attend district-sponsored school leadership sessions on all systemic professional development days described in Tables 1-3 Develop and implement district focused Professional Cycles of Learning that include analysis of student work and peer observations 9

10 Options for Implementing City Schools and Instructional Supports: Section 3: Decision Points & Next Steps In the school year, schools can request to opt-out of the curriculum and instructional supports and expectations described in sections 1 and 2. The following outlines the options available to schools for the school year. Full Implementation Literacy School implements curriculum & associated materials in Literacy School implements district required as well as unit & module assessments School uses district purchased materials in Word Study School will be able to choose among materials OR will identify a school-purchased alternative School participates in systemic professional development Opt-OUT Literacy School DOES NOT implement curriculum & associated materials School DOES NOT implement unit or module assessments School will implement district required assements (i.e., Mock MSA, MSA, Mock HSA, HSA, diagnostics) School DOES NOT use district purchased materials School DOES NOT participate in systemic professional development Full Implementation Mathematics School implements curriculum & associated materials in Mathematics School implements district required as well as unit & module assessments School uses district purchased materials in Fluency School will be able to choose among materials OR will identify a school-purchased alternative School participates in systemic professional development Opt-OUT Mathematics School DOES NOT implement curriculum & associated materials School DOES NOT implement unit or module assessments School will implement district required assements (i.e., Mock MSA, MSA, Mock HSA, HSA, diagnostics) School DOES NOT use recommended materials School DOES NOT participate in systemic professional development Click Here to electronically indicate your school s intent for implementing City Schools curriculum and instructional support provisions for SY *Note: If you choose to opt-out of the district supports for SY you will be required to complete additional documentation that outlines your school s plan for curriculum, assessments, materials, and professional development. 10

11 APPENDIX A: Content area and grade level details Literacy The following briefly describes City Schools curriculum by grade band and provides access to key resources for understanding the curriculum, instructional model, and material alignment. PreK City Schools Early Childhood Literacy is available online through City Schools blackboard site ( The online scripted curriculum provides 10 literacy units with a scope and sequence aligned to the CCSS and instruction aligned to City Schools Literacy Instructional Model. Assessments To assess student progress and provide a formative understanding of the classroom, students will receive baseline assessments at the beginning, middle, and end of the school year as well as post-unit assessments. To bolster the scripted curriculum, City Schools is supporting Interactive Read Aloud text and anchor texts aligned to the curriculum. Professional development will take place for all teachers during the systemic days (see table 1 for dates). These days will Grades K-5 Continued development of the Common Core State Standards for literacy will be supported through the expansion of the Common Core Text Exemplar Lesson Sets in our reading curriculum. These expanded lesson sets build off of the current anchor texts by enhancing whole group reading instruction and differentiated support through: Lesson Set Expansion Interactive Read-Alouds Leveled Texts Independent Research Libraries Expansion of the lesson sets in this way allows for pedagogy with the lesson sets to align to all components within City Schools Literacy Instructional Model. Further, this approach will meet the model s recommendations for the literacy block, manage time better across the block, provide for more structured lesson plans, and provide teachers with a model of effective teaching and teacher language. 11

12 Introduction of Lesson Sets in K through the use of 2 Interactive Read Aloud Lesson sets per unit. This expansion will provide materials and align curriculum to what is currently available for grades 1 through 5. Based on results from SY and SY diagnostic assessments the district is giving additional support in the area of word study, including phonemic and phonological awareness, phonics, spelling, grammar and vocabulary. Assessments To assess student progress and provide a formative understanding of the classroom, students will receive literacy diagnostic assessments at the beginning, middle, and end of the school year 3 as well as post-unit assessments in reading and writing. Students in grade 3 through 5 will also participate in the Mock MSA. City Schools will provide the anchor texts embedded within the curriculum to all schools. These texts were used in the school year and will remain largely unchanged. However, as noted above, the district will be expanding beyond the anchor texts by providing schools with a variety of other reading resources to enrich the literacy block and align to the instructional model. To address the academic need in the area of word study, City Schools will provide schools with a program specifically targeted toward this area. Highlighted in Table 1, City Schools will purchase Fundations for grades K-3 and Building Vocabulary from Word Roots for grades 4 and City Schools is recommending and purchasing these programs, however, it is possible to be opted into District Common Core supports without utilizing the word study programs selected by the district (Section 3 provides additional details and clarity around options available to schools). Though not being funded by City Schools, additional materials referenced in the curriculum should be purchased by schools. The district has examined products for writing, classroom libraries, small group instruction/leveled text, and decodables that are available for purchase. Again, materials related to these areas will not be purchased for schools; however, it is essential that all schools assess their material needs in these areas and allocate dollars, if available, to meet material needs in the classroom. Professional development will take place for all teachers during the systemic days (see table 1 for dates). These days will Grades 6-8 Continued development of the Common Core State Standards for literacy will be supported through the revision of the Literacy Design Collaborative (LDC) Modules and Units of Study. Revisions will ensure greater alignment to the CCSS and City Schools Literacy Instructional Model. 3 Not all students take these assessments at all three points during the year, but all students will take the diagnostic at least once. 4 Fundations only covers grades K-3, City Schools will purchase Building Vocabulary from Word Roots for grades 4 and 5. Schools will be able to select both, one, or none of these for their school. Additional details for these selections are provided in Section 3. 5 The current Language Acquisition portion of the K literacy curriculum could be replaced by the selection of the Fundations program at the school level for word study. This will only occur if a school selects Fundations as their Word Study program. 12

13 Based on results from SY and SY diagnostic assessments the district is giving additional support in the area of word study, including phonemic and phonological awareness, phonics, spelling, grammar and vocabulary. Assessments To assess student progress and provide a formative understanding of the classroom, students will take literacy diagnostic assessments at least once per year and as often as three times per year at the beginning, middle, and end of the school year 2 as well as LDC module writing assessments. Students in grade 6 through 8 will also participate in the Mock MSA. City Schools will provide the anchor texts embedded within the curriculum to all schools. While many of these texts were used in the school year, some new title will be added. City Schools is providing new texts in grades 6 through 8. To address the academic need in the area of word study, City Schools will provide schools with a program specifically targeted toward this area. Highlighted in Table 1, City Schools will purchase either Rev it up or Building Vocabulary from Word Roots for grades 6 through 8. City Schools is recommending and purchasing these programs, however, it is possible to be opted into District Common Core supports without utilizing the word study programs (Section 3 provides additional details and clarity around options available to schools). Though not being funded by City Schools, additional materials referenced in the curriculum should be purchased by schools. The district has examined products for writing, classroom libraries, and grammar that are available for purchase. Again, materials related to these areas will not be purchased for schools; however, it is essential that all schools assess their material needs in these areas and allocate dollars, if available, to meet material needs in the classroom. Professional development will take place for all teachers during the systemic days (see table 1 for dates). These days will Grades 9-12 Continued development of the Common Core State Standards for literacy will be supported through the revision of the Literacy Design Collaborative (LDC) Modules and Units of Study. Revisions will ensure greater alignment to the CCSS and City Schools Literacy Instructional Model. Assessments To assess student progress and provide a formative and summative understanding of the classroom, students will take mid-term and final examinations in all grades The LDC module writing assessments will also be used. Further, students in grades 9 and 10 take the RISE diagnostic assessment at the beginning, middle, and end of the year. Students in grade 10 will also participate in the Mock HSA. City Schools will provide the anchor text embedded within the curriculum to all schools. These texts will be newly selected for first use in the school year. Though not being funded by City Schools, additional materials referenced in the curriculum should be purchased by schools. The district has examined products for writing, classroom libraries, and grammar that are available for purchase. 13

14 Again, materials related to these areas will not be purchased for schools; however, it is essential that all schools assess their material needs in these areas and allocate dollars, if available, to meet material needs in the classroom. Professional development will take place for all teachers during the systemic days (see table 1 for dates). These days will Click here to return to Section 1: Literacy Table 1 Literacy in the Content Areas Social Studies The following briefly describes City Schools curriculum by grade band and provides access to key resources for understanding the curriculum, instructional model, and material alignment. Grades 6-8 Continued development of the Common Core State Standards for social studies will be supported through the infusion of two Literacy Design Collaborative (LDC) Modules in strategic locations within the standards-aligned scope and sequence for grades 6 through 8. Teachers will be able to select two modules from a bank of possible options, all designed to fit within the scope and sequence at key points throughout the school year. Assessments None at this time. City Schools will continue to provide materials selected in the previous year. Updated material recommendations will be forthcoming for SY Professional development will take place for all teachers during the systemic days (see table 2 for dates). These days will Grades 9-12 Continued development of the Common Core State Standards for social studies will be supported through the infusion of two Literacy Design Collaborative (LDC) Modules in strategic locations within the standards-aligned scope and sequence in US History, American Government, and World History. Teachers will be able to select two modules from a bank of possible options, all designed to fit within the scope and sequence at key points throughout the school year. 14

15 Assessments To assess student progress and provide a formative and summative understanding of the classroom, students will take mid-term and final examinations in all grades Students in American Government will also participate in the Mock HSA and HSA examinations. City Schools will continue to provide materials selected in the previous year. Updated material recommendations will be forthcoming for SY Professional development will take place for all teachers during the systemic days (see table 2 for dates). These days will Click here to return to Section 1: Social Studies and Science Table 2 Science The following briefly describes City Schools curriculum by grade band and provides access to key resources for understanding the curriculum, instructional model, and material alignment. Grades 6-8 Continued development of the Common Core State Standards for science will be supported through the infusion of two Literacy Design Collaborative (LDC) Modules. These modules will be in strategic locations within the standards-aligned scope and sequence for grades 6 through 8. Development of Conceptual Maps and Model Lessons aligned to the Common Core State Standards, Maryland State Science, and Next Generation Science Standards to increase student mastery of science and engineering practices. Assessments To assess student progress and provide a formative understanding of the classroom, students in grades 6 through 8 will take both mid-term and final examinations. Students in the 8 th grade will also participate in the Mock MSA. City Schools will continue to provide materials selected in the previous year. Additional material recommendations will be forthcoming for SY Professional development will be provided for all teachers during the systemic days (see table 2 for dates). These days will focus on curriculum content and implementation and use of both student assessment data and supporting materials. AU Grades

16 Continued development of the Common Core State Standards for science will be supported through the infusion of two Literacy Design Collaborative (LDC) Modules. These modules will be embedded in strategic locations within the standards-aligned scope and sequence for Biology, Chemistry, Environmental Science, and Physics. Development of Conceptual Maps and Model Lessons aligned to the Common Core State Standards, Maryland State Science, and Next Generation Science Standards to increase student mastery of science and engineering practices. Assessments To assess student progress and provide a formative and summative understanding of the classroom, students will take mid-term and final examinations in all grades Students in Biology will also participate in the Mock HSA. City Schools will continue to provide materials selected in the previous year. Additional material recommendations will be forthcoming for SY Professional development will be provided for all teachers during the systemic days (see table 2 for dates). These days will focus on curriculum content and implementation and use of both student assessment data and supporting materials. AU Click here to return to Section 1: Social Studies and Science Table 2 Mathematics The following briefly describes City Schools curriculum by grade band and provides access to key resources for understanding the curriculum, instructional model, and material alignment. PreK - K City Schools Early Childhood Mathematics is available online through City Schools blackboard site ( The online scripted curriculum provides ten units with a scope and sequence aligned to the CCSS and instruction aligned to City Schools Mathematics Instructional Model; specifically, automaticity and teaching new concepts. Assessment To assess student progress and provide a formative understanding of the classroom, students will receive baseline assessments at the beginning, middle, and end of the school year as well as post-unit assessments. The pre-unit assessments, formative checklists, and performance tasks are no longer being required but will continue to be available for those wanting to use them for measuring student progress. will not be purchased for pre-k or K by the district. City Schools will provide First in Math to address the need to improve fluency in mathematics in grades K through 8. Additional materials referenced in the curriculum should be purchased by schools; for example, manipulatives (i.e., counting & sorting objects, colored square inch tiles, two-color counters, linking cubes, Base-10 manipulatives, and pattern, attribute, and geo blocks). 16

17 Professional development will take place for all teachers during the systemic days (see table 3 for dates). These days will Grades 1-2 City Schools Mathematics is available online through City Schools blackboard site ( Continued development of the Common Core State Standards for mathematics will be supported through the revision of the grade 1 and 2 Units of Study. The revised scope and sequence is aligned to the grade level standards, the Mathematics Instructional Model, includes a problem solving task, and calls out Automaticity in each Unit of Study. Assessment To assess student progress and provide a formative understanding of the classroom, students will take pre and post assessments for each Unit of Study. City Schools will provide First in Math to address the need to improve fluency in mathematics in grades K through 8. Additional materials referenced in the curriculum should be purchased by schools; for example, manipulatives (i.e., colored square inch tiles, two-color counters, linking cubes, Base-10 manipulatives, clock, money, ruler, and pattern, attribute, and geo blocks). Professional development will take place for all teachers during the systemic days (see table 3 for dates). These days will Grades 3-5 City Schools Mathematics is available online through City Schools blackboard site ( Continued development of the Common Core State Standards for mathematics will be supported through the grade 3 through 5 Units of Study. The scope and sequence is aligned to the grade level standards, the Mathematics Instructional Model, and calls out Automaticity in each Unit of Study. Because students in grades 3 through 8 must also be prepared for the Mock MSA and MSA standardized tests, MSA minilessons are embedded in the Units of Study from August to December. In January students receive MSA specific instruction until the test is taken in March. From April through the end of the school year students are engaged in additional Units of Study. Assessment To assess student progress and provide a formative understanding of the classroom, students will take pre and post-unit assessments. Students in grades 3 through 8 will also take the Mock MSA. 17

18 City Schools will provide First in Math to address the need to improve fluency in mathematics in grades K through 8. Additional materials referenced in the curriculum should be purchased by schools; for example, manipulatives (i.e., colored square inch tiles, two-color counters, linking cubes, Base-10 manipulatives, clock, money, ruler, and pattern, attribute, and geo blocks). Schools are advised to purchase paper and toner. Professional development will take place for all teachers during the systemic days (see table 3 for dates). These days will Grades 6-8 City Schools documents is available online through City Schools blackboard site ( Continued development of the Common Core State Standards for mathematics will be supported through Agile Mind in grades 6 through 8. All scope and sequences will be revised to align Common Core units and MSA min-lessons to be covered from August to December. The units of study will have specific connections to the Mathematics Instructional Model and explicit connections to Automaticity in each Unit of Study. Because students in grades 6 through 8 must also be prepared for the Mock MSA and MSA standardized tests, MSA minilessons are embedded in the Agile Mind Topics from August to December. In January students receive MSA specific instruction until the test is taken in March. From April through the end of the school year students are engaged in two additional Agile Mind Topics. Assessment To assess student progress, students will take redesigned post-agile Mind topic assessments and Unit of Study assessments beyond the online topic assessments in Agile Mind. Students in grades 6 through 8 will also take the Mock MSA. City Schools will provide First in Math to address the need to improve fluency in mathematics in grades K through 8. Additional materials referenced in the curriculum should be purchased by schools; for example, manipulatives (i.e., colored square inch tiles, two-color counters, linking cubes, Base-10 manipulatives, clock, money, ruler, and pattern, attribute, and geo blocks). Schools are advised to purchase paper and toner. 18

19 While not provided by the district, schools need to assess the technology they have and need to support Agile Mind implementation. The following figure outlines the technology needed to support the curriculum. Level 1 - Minimum needed Level 2 Level 3 - Maximum needed Teacher computer Internet connection Multi-media projector Access to computer lab Level 1 Laptop Cart OR Interactive White Board and/or Slate Level 1 Laptop Cart Interactive White Board Interactive Slate Professional development will take place for all teachers during the systemic days (see table 3 for dates). These days will Grades 9-12 (Intensified Algebra I, Honors Algebra I, Geometry, and Algebra II) City Schools documents is available online through City Schools blackboard site ( Continued development of the Common Core State Standards for mathematics will be supported through revisions to Agile Mind courses in Intensified Algebra I, Honors Algebra I, and new courses in Geometry, and Algebra II. The revisions of the Intensified Algebra I and Honors Algebra I scope and sequence is designed to meet HSA requirements as well as align to CCSS standards and the Mathematics Instructional Model. City Schools will continue designing scope and sequence to address content gaps caused by the transition to the Common Core State Standards. Because students in high school grades must also be prepared for the Mock HSA and HSA standardized tests, HSA core learning goals are embedded in the Agile Mind Topics in Intensified Algebra I and Honors Algebra I. Assessment To assess student progress, students will receive redesigned mid-term and final exams and Unit of Study assessments beyond the online topic assessments in Agile Mind. Students in grades 9 through 12 will also take the Mock HSA. High schools in need of an intervention to address fluency will be provided with First in Math. While not provided by the district, schools need to assess the technology they have and need to support Agile Mind Implementation. The following figure outlines the technology needed to support the curriculum. 19

20 Level 1 - Minimum needed Level 2 Level 3 - Maximum needed Teacher computer Internet connection Multi-media projector Access to computer lab Level 1 Laptop Cart OR Interactive White Board and/or Slate Level 1 Laptop Cart Interactive White Board Interactive Slate Schools are advised to purchase toner and paper. Professional development will take place for all teachers during the systemic days (see table 3 for dates). These days will Click here to return to Section 1: Mathematics Table 3 20