001>> All right. Good morning, everyone. I'm going to officially call the workshop to order. It's 903. Superintendent? >> I'll turn it over to my trial. >> Good morning. This morning I'm going to ask Mrs. Carrie Cadlib and also Mrs. Nina Green to present to you on Curriculum 360 Project. Just to give you a little bit of background on this project, ultimately we had the Elementary Learning Design Network and the Secondary Design Network. We were looking to improve the resources that we provide to teachers. We wanted to streamline the information that's available, ensure that we had a system that links weren't being used that were no longer connected. Then in addition to that, what you would often see because there was so much information in there is that teachers were using resources that weren't necessarily at
002the grade level standard because we included the tiered resources within that same system. And so the curriculum team has worked very hard to look at the resources and come up with a format so that all teachers can access and use the information and feel better about teaching the grade level benchmarks. >> Thank you. >> I'll just wait one more. >> Okay. Thank you. Sorry. >> So Andy and I are going to have a great quick relationship here this morning. >> Thank you. >> We're trying to get through this, so please bear with us. So good morning, Madam Chair. Good morning, School Board. >> Good morning. >> Good morning, Superintendent Legg, Superintendent, Staff, Attorney Meeker. I am here and excited to share with you curriculum 360. It is like Dr. Ardo said our new curriculum hub
003and want to share with you how it supports Strategic Goal 2, which is ensuring our curriculum, our instruction, and our assessments are aligned to grade level benchmarks so that we can continue to promote student achievement. Curriculum 360 was designed to strengthen that alignment by giving educators a clear, consistent place to access all of the tools that they need. The goal was not only just access, but also coherence, making sure that what we teach, how we teach, and how we assess are all working together so we can support student success. So what is it? Curriculum 360 is a centralized hub. It was built with teachers in mind. It's got a simple layout. It's easy to use, and it's organized to support day-to-day planning and instruction. Most importantly, it provides standards-aligned clarity. Instead of searching across multiple
004different resources and for teachers to come across the curriculum-aligned tools that they need, this is one place where they can quickly find the information so that we have them plan with consistency and with confidence. So how is it organized? The hub is organized by level. So we have an elementary side and we have a secondary side, and the elementary side is organized by grade level, then into the subject area, and it also includes the specials, and then the secondary is organized by subject area, and then into course. The structure helps us be efficient, and whether a teacher is in elementary or secondary, it's going to reduce the confusion that they have and it's going to get right to the content that they need right away. So what's inside? As you will see here, the different
005areas that you will have inside each area would be year to glance, benchmark clarifiers, achievement-level descriptors, lesson resources, CFAs, Tier 2 and Tier 3 resources. Each of these components have a different purpose, but together they're going to create a more complete instructional system. The intent here is to support our teachers in their planning, their teaching, their assessing, and also responding to student needs in a more aligned and intentional way. So now I'm going to try and take you through a live demonstration. Please know that this is still under construction, and our content specialists are hard, hard at work trying to walk through each of their courses and be very intentional with the products that they are giving us for this. So this is the landing page that you have in front of you now. You
006will see some different things and different resources already on the landing page. If you look on the left-hand side, you will see some tools that we are giving them, and please feel free to give us some feedback if you think there is another resource that you think that would help benefit them to have it all in one stop shop. But here you'll see recently we created an AI guide. You'll see the student progression plan is there, the homework guidelines are there, student code of conduct is there, because again, some of these resources will impact the instruction, and so we wanted them to kind of be able to click right on there right away. So -- >> Sorry. I started and I thought maybe I should wait. So it might be like you give a syllabus
007guideline too, so would that be something that maybe you would want to put there? >> That's a good -- that's a good -- >> That was just a part of it. Okay, thank you. >> Coming from the secondary. >> Thank you. Yeah. So next we will go into -- I'm going to start with the secondary hub. So you'll see here, we'll just click into the secondary hub. >> I think it's student view, right? >> Yes, if you'll leave student view. >> Because again, it's not published yet. >> Right. Yeah, I get it. I have to do that. >> So now once you click into the secondary hub, you'll see that it is organized. >> Right. >> By the subject area. For today's purposes, we're going to click on English language arts. Then you'll see it's
008by course. >> I like it. >> For a moment, we're going to click into English one. Then you're going to see the different components that we had talked about earlier. The year to glance, the benchmark clarifiers, the achievement level descriptors. And so if you will click on the year to glance, the year to glance is just that. It is a year at a glance. It gives the teachers an overview of the year. It is separated by unit. This one, you'll see a unit one, unit two. That's like quarter one. Then quarter two is a unit two, a unit two, b. And so it gives them in the English, you'll see it gives them the core text. It also gives supplemental text as well. So if students are struggling with a particular benchmark within that core
009text, they can use the supplemental text to help support that. >> That's great. >> So if you can hit close, then you will get into benchmark clarifiers. And again, this will go through each benchmark. So at the top, you will see the benchmark. Then it gets into the clarifier. Then it gets into the reporting category on the test. What reporting category is this benchmark in? How much of that reporting category is aligned on that test? Then it gets into the different assessment and different content limits. The task demands. What is this benchmark asking students to be able to do? And then, of course, what does it look like at a level three, a four, and a five? And then giving them focus questions to align as well. And then this one is just a running
010document because within English there's 13 benchmarks. So this one is not that much of a document. As we get into some other subject areas where there are a lot more benchmarks, social studies, for example, we're going to put them by quarter. So it's just a little bit more organized for the teachers. This one, they will just be able to scroll through the 13 different benchmarks here. But they also can use the find, the open find. And if they just type in the benchmark, it comes right up. So we can get out of this one. >> Is this format completely, not the clicking of the links. I know that's different, but the format of what you just showed us, is that completely different from what they had before? Or is it -- because it's really easy
011to follow. So I'm just curious. I've never clicked in the -- it is. Okay. >> It is in the front format. >> That's good. >> And does this save them from having to go to CPOMS to find that information? >> It does. >> Because the benchmark is right there. >> Because it's right there. >> That's nice. >> Okay. >> So next we're going to end to the -- >> One-stop shop. >> -- the ALDs, the achievement level descriptors. And this one is just straight from the state in regards to what is the benchmark, what does the three, what does the four, and what does the five look like? So these are just achievement level descriptors. And if you will close this one. And then we're going to go out for a minute, Andy, back out.
012And then go to English four, please. And then for lesson resources -- so if you'll scroll up just a little bit. So lesson resources, if you'll look here, you'll see that there are a ton of lesson resources. This is all of the units. For this particular course, English four, you'll see that we have a unit 1A, but we also are trying to support the FCLA within English four as well, too. So you'll see that there is additional lesson resources tied to the court cases. So -- but if you'll click on unit 2A, I just want to show you the lesson resource template because it is different as well, too. So in here, this is the lesson resource. This is their unit plan, per se. So this is -- they will get the unit title, what
013are the topics, how long should this take? So that should align back to the year to glance. Okay? So then you get into the overview. You get into the benchmarks. So you'll see within here, I know the benchmarks. So now I can go back into the benchmark clarifiers so that I can look at the benchmark clarifiers while I'm looking at the lesson resource. And then you will see the learning targets for this one. Key vocabulary is listed here. What are the in-tasks? What are we wanting them to do within this unit is listed? Then there's the core text. Any additional text, you'll see that highlight that takes them to the court case that's telling them to go see that. And then they have instructional moves. So you'll have the student moves that we're looking for
014and the instructional teacher moves that we are looking for. And then you will have some collaborative structures. These are not exhausted, you know what I mean? Like, they're not all there, but they're just ideas for the teachers to have. So you'll -- >> That's great. >> Scroll up a little bit more and then you'll see some anchor charts. They will be able just to click on the anchor chart and it takes it right to it. And then you will see the student supports. So the SWD and ELL supports are listed as well there. >> Wow, that's really good. >> Instructional framework. >> This is making my teacher heart so high. >> And then checks for understanding. So the checks for understanding, if they do have common formative assessments, the common formative assessments would be listed
015here as well, too. >> And then with all of this. >> This is really good. >> It's just all in one spot. >> It is. >> It's great. >> And you're still -- and I think this is still right. You're still giving flexibility to the teacher. >> Yeah, they're still telling me. >> Because we've had teachers -- I'm sure that you've probably heard from people saying, oh, we have to be at this lesson on this day. But that's not necessarily true. But we have certain goals here. And you do have to -- you can plan for two to three days. And it would depend on that teacher adjusting to their students. But then we do have, like, chickens. Like, this is for about four weeks. We can't spend six weeks on this topic. So it's
016giving some kind of guardrails. But it's giving teachers the flexibility within there. >> So specifically, if you look at the year at a glance, that is keeping the pacing and the tracking with the benchmarks that we have to cover. And it's essential that we have that piece. But if you look at this section that Mrs. Kablom is covering, it's called Lesson Resources. And it's called that because it is just that. It's a resource. But if you have a veteran teacher, obviously this is very helpful to a new teacher coming in. But if you have a veteran teacher that says, there's a better text for this, great. Use it. It's a lesson resource. The idea, though, is the benchmarks have to be taught. >> Right. Because we know that that happens often with newer teachers. They
017get a little bit behind. And then by the end of the year, they don't get to everything. So it is critical to stay on pace. But I just wanted to emphasize that you were not telling them, day three, you must be teaching this lesson. And I know you're not. But I just -- >> Yeah. >> Yeah. We need to just make sure we continue to communicate that. >> Right. >> Thank you so much for all your work on this. >> Yeah, you're welcome. So we're not done yet. >> Okay. We're just very excited about it. Yeah. >> We're not done yet. So if you will scroll back, if you'll click out Andy again and go back to English 1 for me, please. I'm trying to stay in order of the -- so if you go
018down to Tier 2 resources. >> Mm-hmm. >> We're trying to also provide teachers some Tier 2 resources as well, too. But really calling out that you have exhausted all of your in the moment type interventions before you jump to Tier 2. And then, of course, exhausting your Tier 2 resources before you jump into Tier 3. So these are just some examples of some Tier 2 resources that are aligned within that course here. And then there is another one for Tier 3 here. And then Andy, if you'll click out, we also -- so again, we are open to suggestions. So if you will Andy, click a couple of times to get back to the main page. We've also provided on the bottom where it says questions or comments, click here. There is a form -- >>
019That's nice. >> -- if you click here that anyone who is within -- if you guys are in there, if a teacher's in there, if an administrator's in there, and they find something that they feel is an error or if they find something that they thought maybe we could supplement or anything, there's just a really quick form that they could fill out and it will go to the appropriate executive director, whether it's elementary, middle, or high, and then we'll be able to help with any comments, questions, or concerns that occur. So any questions at all? Mrs. Armstrong, did you have something? >> No, I was going to say this is a tremendous resource for a new teacher. Because, you know, I still remember, even though it's a long, long time ago, I still remember the
020struggle as a new teacher to go through and set up the pacing at the beginning of the school year. So much time was spent in planning the pacing, you know, at the very beginning of the year, and this already lays it out for them. So it would be a great time saver. I think -- >> One of our goals. >> When is this going to go live? >> August. >> August. So we're going to present this to our leaders next week at PATH for leaders, and then at PATH for teachers, we're going to release this to all of the teachers as well, too. >> Wonderful. >> Not all of the courses will be complete. So as you know, this is a pretty daunting task. So I will show you what is happening for the courses
021that aren't prepared yet. If you'll click into math for me real quick, click into AP PreCalc. That's a course that's not going to be ready in August. So you'll see that it takes them to the secondary learning network, which is what they're used to using the current year. So they will continue to use that, and we will leave those resources for them there until we have updated each course to be there. So -- >> And we have access to this on our -- so we can look at it more, too, because, like, I want to go to elementary. >> If you don't, I'll go make sure you do right now. >> Okay. >> Yeah, we are definitely still in the works, and it's not published yet, but yes, we will make sure -- >> Well,
022I mean, when it's ready, you'll give us -- >> Yeah, it's published. >> Yeah, because I want to look into elementary. >> Yeah, I'd love to. >> So I was going to say, we can go back out and look at an elementary. So if you can go -- yep, and click into the elementary. And you'll see here it goes grade level. >> Oh, and this is the first. >> And then subject areas. So click into third grade. Go to math. Let's change it up a little bit. So again, here you'll see they have the same resources. You're at a glance. You'll see their benchmark clarifiers they did in units so that they can -- easier to scroll, easier to find all of those. If you would like to click on either one of those, you'll
023see it's the same format. >> And we went through that last screen really quick. Is science also in here? >> It is. Science is here, too. >> Yes. And social studies. >> Can you tell where I know? Where I'm on part line. >> Yes. >> Very cool. Thank you. Thank you so much for working so hard on this. >> Thank you. >> Because there are so many resources, but teachers don't have time to dig through and try to find -- so this, you're lining them all for them, so then they can find them so much faster. >> Our content teams are doing a great, great job. We're super proud of them. Yes. So -- >> Thank you for all your homework. >> And then again, same thing when you see the secondary middle school is
024there, too. We have some of that is uploaded, so I will make sure that you guys have access to this and you guys can go through. And again, we are open to any feedback, so if you see something or think, hey, if you could incorporate this or this, please let us know, because again, we want this to be a one-stop shop teacher resource and to give our teachers as much support. So again, we're getting our student achievement. >> No, thank you. >> You're welcome. >> Any other questions? >> Excellent. >> Great resource. >> No, it is great. >> It's a great time saver for teachers. >> Okay. >> Okay. Thank you. >> Thank you. >> Thank you. >> That's good. >> Okay. So that's -- we'll conclude the workshop.