February 19, 2013




Introductions
Overview of Common Core and Assessments
Depth of Knowledge (DOK)
High School Updates
◦
◦
◦
◦
Proposed new courses
College in the High School (CHS)
Keystone Exams
Curricular changes
 Technology Integration
 Common Core and Related Arts


Middle School Updates (Brain Break)
Elementary Updates



K-12 Nationally benchmarked career and
college ready standards in Math and ELA
Require high-level cognitive demand such as
asking students to demonstrate a deeper
conceptual understanding through the
application of content knowledge (DOK)
Instructional Shifts
◦ Focus – strongly where the standards focus
◦ Coherence – think across grades and link to major topics
within grades
◦ Rigor – conceptual understanding, fluency and
application

Common Core Curriculum alignment July 1, 2013
◦ High School – started with Keystone courses
 Writing of maps completed for keystone courses and
is ongoing
◦ Middle School – Math/ELA (math resources and
sequencing)
 Writing of maps in progress
◦ Elementary – Math/ELA (update math resources –
prioritized our budget)
 Writing of maps in progress
4


Eliminates culminating project requirement
Requires proficiency for graduation on
Keystone Exam (or alternative):
◦ Graduation class of 2016-17: Algebra I, Biology,
Literature
◦ Graduation class of 2018-19: Composition (201516 first administration)
◦ Graduation class of 2019-20: Civics and
Government (2016-17 first administration)
5
DATE
Spring 2013
ACTIVITY
PSSA Reading/Math – Grades 3 – 8
PSSA Writing – Grades 5 & 8
Writing Field Test – Grades 3 - 5
Secondary: Keystone Exams – Grade 11 and End of Course
• Algebra I - Biology - Literature
Spring 2014
PSSA Common Core - ELA and Math - Grades 3-5 (UPDATE)
PSSA Reading/Math – Grades 3 – 8
PSSA Writing – Grade 5 & 8
Writing Field Test – Grades 6- 8
Keystone Exams
Spring 2015
PSSA Common Core - ELA and Math - Grades 3-8
Keystone Exams (dual purpose): Algebra I, Biology, Literature
Spring 2016
PSSA Common Core - ELA and Math - Grades 3-8
Keystone Exams: Algebra I, Biology, Literature, Composition
6
Only 27 percent of the
state’s fourth-graders
passed the writing
test this year,
compared to 81
percent who were
deemed proficient last
year.
Only 48% of the
state’s elementary
students scored
proficient or advanced
in reading this year,
compared to 76% who
were deemed
proficient last year.
9

Mrs. Kelly Paraskevakos
What is DOK?
Webb’s Depth of Knowledge (DOK) levels describe four
different and deeper ways a student might interact with
the content.
Are Webb’s DOK and Bloom’s Taxonomy the same?
No. In Bloom's, the focus in on a learner's activity (e.g.
applying, analyzing, creating, etc.). In DOK, the
emphasis is on the complexity of the cognitive process
required by the learner. The DOK model also makes an
important distinction between difficulty and complexity.
Educators know that not all test-takers find
the same items equally difficult; the
assessment of a test item's complexity,
however, is far more consistent amongst
test-takers.
The term complexity refers to the cognitive
steps a test-taker must go through to arrive
at a correct answer.
Rate each question according to how difficult you think it
is:
Low
Medium
High
A. List all of the US presidents in order
B. Which of these words means about the same as the
word gauge?
(1) balance (2) measure
(3) select (4) warn
C. Which method is used to recycle water for humans to
use?
(1) bottling water
(2) dam construction
(3) collecting rainwater (4) wastewater treatment
D. Find the next three terms in the following pattern:
2/7, 4/7, 6/7, 8/7
Rate each question according to its DOK (complexity):
1 - Recall
2 - Basic application of skill or concept
3 - Strategic thinking
4 - Extended thinking
A. List all of the US presidents in order
B. Which of these words means about the same as the word
gauge?
(1) balance
(2) measure
(3) select
(4) warn
C. Which method is used to recycle water for humans to use?
(1) bottling water
(2) dam construction
(3) collecting rainwater
(4) wastewater treatment
D. Find the next three terms in the following pattern:
2/7, 4/7, 6/7, 8/7
For PA standardized tests:
• The majority of questions are rated DOK 2 and 3
• Students need to learn the content and then extend
their thinking
For our curriculum:
• Recognize that difficulty and complexity are two
different measures
• Consciously incorporate higher levels of DOK to
extend students' thinking to develop more complex,
meaningful connections.

Mr. Brian Ellis - Principal

Design Studio
This course incorporates the skills needed to run
a design studio as a small business. Students will
be introduced to the process of developing a
company identity, developing a business plan,
marketing their business, recruiting clients and
satisfying client needs. Students will build on
design concepts and skills learned in Drawing I.
Students will design either digitally or will create
original artwork by hand. Projects may include
but are not limited to designing logos, posters,
flyers, and invitations. Students will also build
their art portfolios and professional resumes
during the course.

Chemistry II (College in the HS)
This course builds upon the Chemistry I College
Preparatory course and is designed for students
who plan to be NON-SCIENCE majors. Those
students intending on majoring in nursing or the
medical technology field would benefit from
taking this course. Through the focused
application of chemistry principles to the health
science field, students incorporate previously
learned concepts with new information in general
and organic chemistry. This deeper level of
comprehension and analysis promotes the
development of critical thinking skills essential to
analytical thinking.

Careers in Child Development
The students in this course will gain the
knowledge of development from conception
through early elementary. Students will define
healthy physical, social, emotional and
intellectual growth and development and how
environmental and genetic factors nurture and
affect this. Students will also be introduced to the
basics of childcare careers in business, industry
and in daycare centers. Coursework will include
observation of children at the JCC and/or Valley
View Elementary with development of books,
games, and other materials to optimize child
development.

Calculus II
Calculus II CPA is a course designed for the
student who has taken AP Calculus as a
junior. The course will quickly review major
topics covered in AP Calculus up to and
including Techniques of Integration. New
topics in the course will include Infinite
Series, Parametric and Polar Applications,
Vectors, Functions of Several Variables,
Multiple Integration, Vector Analysis, and
Differential Equations.
Changes to Current Courses
◦ Algebra 1 CP
 Two Years – Two Semesters Each Year
◦ Band
 Marching/Concert Band or Concert Band







Affiliated with York College of Pennsylvania
Earn 3 Credits – Tuition $150 in 2012-13
Majority of Colleges Accept Credits
English Seminar (Grade 12)
Art Appreciation (Grade 12)
Sociology (Grade 11, 12)
Chemistry II (Grade 11, 12)

End of Course Exams
◦
◦
◦
◦
◦
Biology
Algebra 1
English Literature
Civics & Government (pending implementation)
English Composition (pending implementation)


Proficiency on the Biology, Algebra 1, and
English Literature exams is a Graduation
Requirement for the Class of 2017 (current
8th graders) and all subsequent classes.
Current High School students are required to
pass the exams OR demonstrate proficiency
in the content through other measures
(course work, remediation, …)
Typical Administration



Biology – Administered in May
◦ 9th Grade
Algebra 1 – Administered in May
◦ 8th, 9th, or 10th Grade
English Literature – Administered in January
◦ 11th Grade
Students who do not score proficient will re-test in the
re-test administration (January or May).
Students who do not score proficient will be required to
receive supplemental instruction and/or be assigned to
specific classes.





Curriculum focused around student skills
Technology is integrated as seamlessly as
pencil is now
High rigor for all students with necessary
supports
Learning without constraints of clock and
calendar
Hands-on real-life/virtual experiences

Mrs. Leslie Gentzyel
From Then to Now
Curriculum & Academic Standards Meeting
Feb. 19th, 2013
•
•
•
•
We only used calculator-based data
collection
There were only two computer labs
There were no smartboards or laptops
You couldn't right-click on your own desktop
•
•
•
3 teachers are 1:1 with Macbook carts
1 teacher is 1:1 with an iPad cart
Many teachers have Smartboards or Slates
•
Technology has become an essential
teaching and learning tool in our classrooms.
Collaborative Activities
Data Collection
Think Pair Share activities
Lab Reports
Journaling
•
•
•
•
Smart Response
•
•
Formative Assessment
Summative Assessment
•
•
via Vernier probeware
Graph Analysis via Logger Pro software
Quizzes & Homework via Moodle
Remediation/Enrichment
Study Island
•
•
•
•
Virtual Labs
Digital note taking
o
Skitch, Educreations
Reading in the
content area
o
o
o
Online text
Journal Articles
Vocabulary
(Flashcards,
Translation)
•
Multimedia use
o
o
o
o
Simulations
Videos
Tutorials
Models
•
•
More engaged & involved students
More classroom transparency
o
•
o
More authentic activities
o
•
•
Blogs
Teacher resources are available to students
o
Data collection/Analysis
Collaboration with peers
More differentiated instruction
More hands on time for students utilizing
21st century skills

Mrs. Karen Fornadel
Common Core Initiatives
New Courses/
Initiatives/Successes
Teach grammar on a daily basis
Focus on reading strategies/skills
Reinforce writing skills
(punctuation/sentence structure/etc.)...
Enforce numbers/telling time concepts
Enrichment of history content
Number of level 5 students continues
to set us apart from other
districts...this year 50/183 (approx.
30%) seniors are taking a level 5
language.
Students continue to receive 3-5 on AP
tests, and test out of college language
classes.
Help students to COMMUNICATE...this
is an essential life skill.
Common Core Initiatives
New Courses/
Initiatives/Successes
Utilize nonfiction texts to build
understanding, make connections, and
apply information in real world ways.
Use current texts to introduce or
reinforce the current lessons.
Require written responses from students
on exams.
Focus on budgeting for food and
shopping smart within that budget.
Creative Careers Course (est.20122013)
Exposes students to the fields of
fashion, interior design, and hospitality
and tourism.
Based on hands-on projects
Culminates with students choosing a
field of focus and projects specific to
their skills and interests.
Students expressed appreciation of this
exposure and are considering these
fields as possible career paths.
Common Core Initiatives
New Courses/
Initiatives/Successes
Increased reading of informational text:
“Choices” periodical engages students on
a variety of health topics, while also
helping them improve their reading and
writing skills.
Implementation of “Reading in the
Content Area” strategies.
Integrated Fitnessgram Testing (K12). Measures fitness levels, risks and
benefits. Provides students with
individualized print-out of test scores
and tips for improving/maintaining
fitness levels.
Promoting lifetime healthy habits. 9th
grade students design own personal
fitness plans.
Common Core Initiatives
New Courses/
Initiatives/Successes
New focus on analysis of nonfiction texts, Grades 9-12.
Design Studio Course (new for 2013-
Constructed response initiative.
Students will run an Art Studio within the
HS as a small business to fulfill the design
needs of the district.
Science/Math - Glaze and
photographic chemical mixing,
formulation and firing of clay,
Measurement, ratios, scale &
proportion
2014)
Combines 21st century skills such as
creativity and collaboration with career and
education standards, as well as financial
21st century skills - Collaboration, literacy.
Critical Thinking,
Business Partnership with York Educational
Creativity/Innovation and
Federal Credit Union.
Communication
Art Appreciation (College in the High
School Course - est. 2012-2013) available
through York College - develops visual and
media literacy
Common Core
Initiatives
Music
Applied Engineering
& Tech.
Science link Looking to use
technology /software to
teach composition and
the physics of sound
Reading articles and
plans
Application of math
concepts to products
Design, test, evaluate
and synthesize
New Courses/
Initiatives/Successes
Performance Tour in Nashville,
Tennessee
Combination of Choir, Orchestra,
and Band students

Lisa Acquaviva, Kim Adams and Stephanie
Snelbaker
That in a landmark study, aerobic exercise was
shown to be as effective as antidepressants?
* That women who exercise lower their chances of
developing dementia by 50 percent?
* That a revolutionary fitness program helped put one
U.S. school district of 19,000 kids first in the
world in science?
That in fact, exercise sparks new brain-cell growth?
*
The evidence is incontrovertible: aerobic exercise
physically transforms our brains for peak
performance!
SPARK: The Revolutionary New Science of Exercise
and the Brain by John J. Ratey, MD


Mrs. Deb Young – Math
Mrs. Karen Page - ELA

•
•
•
•
•
Our new math program – Prentice Hall
Common Core Mathematics Course 1 – Grade 6
Common Core Mathematics Course 2 – Grade 7
Common Core Mathematics Course 3 – Grade 8
Prentice Hall Algebra 1 Pennsylvania Edition –
Grades 7/8
Excellent online resources provide student support!



This series incorporates the Common Core
Standards.
The rigor of these courses and Depth of
Knowledge has resulted in higher
expectations at each grade level.
The rigor with the Common Core Standards
has resulted in present and future
changes in student placement.
•
Common Core State Standards
• Focus on extending thinking and reasoning skills by
utilizing the Depth of Knowledge
•
Reading and Writing Across the Curriculum
• Increase non-fiction reading within all content areas
•
Jane Schaffer Writing
•
Grammar Instruction
• Implement across all curricular areas at the
middle school
• Realign curriculum to meet Common Core State
Standards


Mrs. Wendy Hauck
Mrs. Mitzi Heaton



Grade 3
Represent 2 step word
problems using equations
with a symbol standing for
the unknown quantity
+, - , x, ÷ to solve one step
word problems involving
masses or liquid volumes
Translate information from
one type of display to a
another- includes
pictographs
21 New
8 Changed






`Grade 4
Decompose a fraction or mixed
number into a sum of fractions
with the same denominator
Add and subtract mixed numbers
with common denominators
Multiply a whole number by a
fraction
Multiply or divide to solve word
problems involving multiplicative
comparison, distinguish
multiplicative comparison from
additive comparison
Find all factor pairs of whole
number- determine prime and
composite numbers to 100
Make a line plot that displays data
sets in fractions and solve
problems using the information
presented in line plots
19 New
9 Changed



Grade 5
Demonstrate an understanding
that in a multi-digit whole
number, a digit in the ones
place represents 1/10 of what
it represents in the place to
the left
Demonstrate an understanding
of multiplication as scaling
(resizing)
Use multiple grouping symbols
(parenthesis, brackets, and or
braces) in numerical
expressions, and evaluate
expressions containing these
symbols.
14 New
9 Changed
Mrs. Mitzi Heaton

Dr. Kim Stoltz
•New
Standards
•Six Shifts in Instruction
English Language Arts – Grades K-5
Foundational Skills (Pre K – 5)................................... 1.1
Students gain a working knowledge of concepts of print,
alphabetic principle, and other basic conventions. These
foundational skills are not an end in and of themselves;
rather, they apply them as effective readers.





Book Handling
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
English Language Arts – Grades K-5
Reading Informational Text…...........................1.2
Students read, understand, and respond to informational
text – with an emphasis on comprehension, vocabulary
acquisition, and making connections among ideas and
between texts with a focus on textual evidence.





Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Vocabulary Integration and Use
Range of Reading and Text Complexity
English Language Arts – Grades K-5
Reading Literature…………………………………1.3
Students read and respond to works of literature – with
emphasis on comprehension vocabulary acquisition,
making connections among ideas and between texts with
focus on textual evidence.





Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Vocabulary Integration and Use
Range of Reading and Text Complexity
English Language Arts – Grades K-5
Writing……………………………………………………………………1.4
Students write for different purposes and audiences.
Students write clear and focused text to convey a welldefined perspective and appropriate content.
 Informative/Explanatory Writing
Opinion/Argumentative Writing
Narrative Writing
Response to Literature
Production and Distribution of Writing
Technology and Publication
Conducting Research
Credibility, Reliability, and Validity of Sources
Range of Writing
English Language Arts – Grades K-5
Speaking and Listening……………………………………1.5
Students present appropriately in formal speaking
situations, listen critically, and respond intelligently as
individuals or in group discussions.




Comprehension and Collaboration
Presentation of Knowledge and Ideas
Integration of Knowledge and Ideas
Conventions of Standard English
Six Shifts in ELA
Shift #1
PK-5, Balancing Informational & Literary Texts
Students read a true balance of informational and
literary texts. Elementary school classrooms are,
therefore, places where students access the
world – science, social studies, the arts and
literature – through text. At least 50% of what
students read is informational.
Six Shifts in ELA
Shift #2
6-12, Building Knowledge in the Disciplines
Content area teachers outside of the ELA
classroom emphasize literacy experiences in
their planning and instruction. Students learn
through domain-specific texts in science and
social studies classrooms – rather than referring
to the text, they are expected to learn from
what they read.
Six Shifts in ELA
Shift #3
Staircase of Complexity
In order to prepare students for the complexity of college
and career ready texts, each grade level requires a “step” of
growth on the “staircase”. Students read the central, grade
appropriate text around which instruction is centered.
Teachers are patient, create more time and space in the
curriculum for this close and careful reading, and provide
appropriate and necessary scaffolding and supports so that it
is possible for students reading below grade level.
Six Shifts in ELA
Shift #4
Text-Based Answer
Students have rich and rigorous conversations
which are dependent on a common text. Teachers
insist that classroom experiences stay deeply
connected to the text on the page and that
students develop habits for making evidentiary
arguments both in conversation, as well as in
writing to assess comprehension of a text.
Six Shifts in ELA
Shift #5
Writing from Sources
Writing needs to emphasize use of evidence to
inform or make an argument rather than the
personal narrative and other forms of
decontextualized prompts. While the narrative
still has an important role, students develop skills
through written arguments that respond to the
ideas, events, facts, and arguments presented in
the texts they read.
Six Shifts in ELA
Shift #6
Academic Vocabulary
Students constantly build the vocabulary they need to
access grade level complex texts. By focusing
strategically on comprehension of pivotal and commonly
found words (such as “discourse,” “generation”, “theory,”
and “principled”) and less on esoteric literary terms (such
as “onomatopoeia” or “homonym”), teachers constantly
build students’ ability to access more complex texts
across their content areas.
Arts
Common Core
English/Language
Thank you