WELCOME TO THE

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WELCOME TO THE ANDERSON SCHOOL DISTRICT
FIVE APPROVED CURRICULUM WORKSHOP

T. L. Hanna High School July 27, 2007
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Anderson School District Five Approved Curriculum
Mrs. Betty Bagley, Superintendent
bettybagley_at_anderson5.net Mr. Stan Cowan, Social
Studies Coordinator stancowan_at_anderson5.net D
r. Lynn Dowis, Interim Director of Special
Education lynndowis_at_anderson5.net Mrs.
Amy Hawkins, Science Coordinator
amyhawkins_at_anderson5.net Mrs. Cindy Martin,
Language Arts Coordinator cindymartin_at_anderso
n5.net Mrs. Dianne Mizzell, Early Childhood
Parenting Coordinator diannemizzell_at_anderson5
.net Mrs. Marge Scieszka, Mathematics
Coordinator margescieszka_at_anderson5.net Dr.
Jeff Wilson, Assistant Superintendent of
Instruction jeffwilson_at_anderson5.net
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Anderson School District Five Curriculum

• A comprehensive Pre-K - Grade 8 curriculum
  designed to meet South Carolina Academic
  Standards
• Developed by teachers and district coordinators
• Activities, resources, web sites, and sample test
  items for each standard

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Anderson School District Five Curriculum

• Two PACT-like test items for every standard 1-8
  (one multiple choice, one constructed response)
• Pacing guides, and unit plans including
  assessments
• ESOL strategies and International Standards
• Homework Supplement

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Anderson School District Five Curriculum

• Purpose
• To ensure instruction is aligned to grade level
  South Carolina Academic Standards.
• To standardize instruction using best practice.
• To inform teachers of available resources.
• To provide opportunities for teachers to share
  strategies

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LESSON PLANNING

• To plan daily instruction, Anderson Five
  teachers, including teachers of special
  education, follow the unit plans and/or select
  other resources or textbook pages in the Approved
  Curriculum.

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LESSON PLANNING

• Creative, spontaneous teaching is encouraged
  when the flow of classroom events warrants but
  does not replace planned standards-based lessons.

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Rigor/Relevance Framework
KNOWLEDGE
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Adaptation
Assimilation
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D
C
4
3
Acquisition
Application
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B
A
1
1
4
3
2
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A P P L I C A T I O N
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(No Transcript)
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PRE-KINDERGARTEN KINDERGARTEN
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KINDERGARTEN

• Kindergarten Curriculum Calendar
• Kindergarten Standards Matrix

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KINDERGARTEN

• Interdisciplinary Units
• Unit Description
• Targeted Standards
• Assessments
• Materials
• Teacher Preparation
• Conflict Resolution I Care Program
• Large Group Activities/Small Group Activities/
• Related Instructional Activities
• Shared Reading Lessons (NEW 2007)
• Extensions
• Centers
• Science Lesson Plans
• Science Unit Plans

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KINDERGARTEN

• Math Literature Links
• Science Literature Links
• Individual Standards Activities
• Resources
• Works Cited for each Unit
• Word Wall Words
• Conflict Resolution Integration
• Recommended Materials List
• Assorted Web Addresses

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PRE-KINDERGARTEN

• Pre-kindergarten Targeted Standards
• Pre-kindergarten Standards Matrix
• Early Childhood Development
• Basic Phonemic Awareness
• Management System
• Learning Centers
• Assessments
• Interdisciplinary Units
• Parent Communications
• Cooking in the Classroom
• Multi-Sensory Magic
• Fantastic Fingerplays Super Songs for Everyday
• Web Addresses
• Suggested Book List

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At first, people refuse to believe that a
strange new thing can be done, And then they
begin to hope it can be done, Then it is done,
And all the world wonders why it was not done
before. Frances Hodgson Burn
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English Language Arts, Mathematics, Science, and
Social Studies Grades 1-8

• Introduction
• Overview
• Beliefs/Vision
• Best Practice
• State Academic Standards
• Pacing Guides
• Teaching Units
• Curriculum Standards/Indicator Pages
• Works Cited
• Appendices/Resources

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ENGLISH LANGUAGE ARTS
District Initiatives
Reading Recovery The Balanced Literacy
Model South Carolina Reading Initiative Middle
Grades (SCRI-MG) South Carolina Reading
Initiative High School (SCRI-HS) Early Reading
Intervention (ERI)
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ENGLISH LANGUAGE ARTS

• ? ESOL Standards ?
• ? International ELA Standards ?
• Homework Supplement ?
• ? Conflict Resolution strategies in novel units
  ?

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ENGLISH LANGUAGE ARTS

• Pacing Guides
• - Targeted Indicators
• - Embedded Indicators
• - Essential Indicators
• - Guided Reading Indicators (Grades 1-5)
• Individual Indicators Pages
• - Rigor and Relevance (Quadrants)
• - ESOL Strategies ?
• - Website http/elaresources.anderson5.net
• - ELA Bridge Document based on the 2002
  standards

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ENGLISH LANGUAGE ARTS
Novel Units 54 units based on specific
literature List located in Novel Selection
section

• Unit description
• Focus questions
• Targeted seven major
• reading comprehension
• strategies
• Culminating assessments
• (authentic)

• Conflict Resolution strategies ?
• Technology resources
• http//elaresources.anderson5.net
• Extensions to other content areas
• Homework
• Assessment

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ENGLISH LANGUAGE ARTS

• Resources
• Works Cited
• Recommended Reading Lists (Grades 1-8)
• Word Wall Words (Grades 1-5)
• Writing Assessment Forms
• Rubrics
• Time to Write

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MATHEMATICS 2007 Academic Standards are here!

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MATHEMATICS

• Grade Level Overviews
• Identify major topics for each nine weeks
• Contain specifics about pacing guide notation
• Highlight the supplementary material available
• Address District level Assessments
• Cite state documents available

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MATHEMATICS

• Pacing Guides - Grades 1-5
• Standards and Indicators are grouped together for
  cohesive teaching topics
• Cites organization and suggested order for
  teaching the Standards/Indicators
• One unit included for each nine weeks more to
  come!!

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MATHEMATICS
Pacing Guides - Grades 6-8 Curriculum
differentiation at middle level grades Grade 6
Grade 6 and Accelerated Grade 6 Grade 7 Grade 7
and Pre-Algebra Grade 8 Grade 8, Accelerated
Grade 8 and Honors Algebra Standards and
Indicators are grouped together for cohesive
teaching topics Cites organization and suggested
order for teaching the Standards/Indicators One
unit included for each nine weeks more to come!!
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MATHEMATICS

• TEACHING UNITS
• Based on mathematical topics
• Grouped by Academic Standards and Indicators
• Includes unit plan, differentiated teaching
  strategies, math journal writing, process
  standards and Unit Tests
• Units integrate material from textbook and
  supplementary material NCTM Navigation
  Series(K-8), Thinking Algebraically(K-6),
  literature connections
• One Unit written for each nine weeks- more to
  come!!

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MATHEMATICS
OTHER FEATURES Literature Links in Grades
K-5 Integration Strategies, Grades 6, 7, 8

• WORKS CITED PAGE
• Navigating through materials. Algebra, Geometry,
  Data Analysis and Probability and Measurement
• Thinking Algebraically with Numbers and Shapes
• Literature Connections

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SCIENCE

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SCIENCE
Approved Curriculum Features

• Pacing guide matches SC Science indicators
• Matrix shows science indicators addressed in each
  unit and each nine weeks
• Science kit lessons are included to address
  science inquiry indicators and content indicators
  in grades 1-8

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SCIENCE
Unit Features

• Content standards
• Essentials and Assessment Guidelines from the SC
  Science Support Document
• Inquiry standards
• Vocabulary

• Procedures
• Literature Links
• Assessments with Answer Keys
• ?United Streaming and assorted Web resources

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SCIENCE
Indicator Page Features

• Inquiry activities embedded throughout
• Active student participation strategies
• Websites
• Extensions
• PACT-like items

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SCIENCE

• Resources
• Science materials schedule
• Annotated bibliography
• District web-page for science resources
• www.scienceresources.anderson5.net

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Point to Ponder

• Nothing is in the mind that is not first in the
  hand. Aristotle, 384-322 B.
  C.

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SOCIAL STUDIES
You dont just learn ityou live it!
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Social Studies Approved Curriculum consists of

• SC Social Studies Standards/Indicators
• Social Studies Standards Glossary (Appendix B)
• Social Studies Literacy Elements Chart (Appendix
  C)
• Unit Matrix
• Pacing Guides by nine-weeks

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further divided into Units

• Content Indicators
• Literacy Elements (letters and bold print)
• Vocabulary
• Procedures
• Resources
• Assessments and Answer Keys

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and Individual Indicators

• Content Standard/Indicators
• Vocabulary
• Strategies/Activities (bold Literacy Elements)
• Resources
• PACT-like Assessments

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Additional Resources

• Literature Links
• United Streaming
• Websites (SC State Department of Education and
  Anderson School District Five/Social Studies)
• Community

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SOCIAL STUDIES
FOR 2007-2008

• Conflict Resolution strategies added where
  appropriate
• Financial literacy stressed throughout K-12
• National Strategy for Financial Literacy (2006)
• Financial Literacy Trust Act (2006)

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Please join Anderson Five Administrators for a
lunch break filled with barbecue and collegial
discussion at the Administrators tables. We
will return to the Reames Auditorium at 1245
p.m.
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Curriculum for Gifted Students

• Gifted Education is a part of general education
  reform, not an endeavor separate from it." 
• Baska, College of William and Mary
• There is no contradiction between effective
  standards-based instruction and differentiation
  for gifted learners. Curriculum tells us what to
  teach differentiation tells us how." 
• Tomlinson, University of Virginia

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The CIA

• Curriculum
• Instruction
• Assessment

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Teaching Gifted and Talented

• All teachers are teachers of the gifted.
• Curriculum for Gifted Must Be Standards Based
• Curriculum for Gifted Must Incorporate Best
  Practice Research

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Anderson FiveApproved Curriculum Units

• Elementary Units for Gifted
• Grades 3-5
• 16 Standards Based Interdisciplinary Units
• Adjustable Pacing for Approved Models

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South Carolina State Approved Models

• Magnet Program for Gifted
• Full Time Self-Contained
• Subject Specific Class
• Resource Pull-out Model

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The Integrated Content Model

• Meets all South Carolina Regulations
• Incorporates All Best Practice Recommendations
• South Carolina Best Practices Manual
• South Carolina Consortium for Gifted Education
• National Association for Gifted Children
  Standards
• National Research Center for Gifted Education
• NCATE

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Provides Non-Negotiable Differentiation for
Gifted Students

• Content
• Process
• Product
• Learning Environment
• Assessment

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Content

• Standards-Based Extension Curriculum
• Confluent (Enrichment Acceleration)
• Interdisciplinary themes/generalizations
• Concept-based
• Advanced content
• Depth, Breadth, Complexity
• Novelty and Sophistication

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Process

• Skill-based Standards and Processes
• Critical Thinking Skills
• Creative Thinking Skills
• Multiple Graphic Organizers
• Student Talk-Discussion
• Research Skills
• Rigor and Relevance
• Communication Skills
• Collaboration Skills

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Product

• Variety of Options
• Tiered for Performance Levels
• Interest Based
• Student Choice
• Learning Styles and Modalities

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Learning Environment

• Non-judgmental
• Flexible Grouping
• Student-centered
• Teacher as Facilitator
• Technology Rich
• Multiple Resources

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Assessment

• Non-Negotiable Pre-Assessment
• Continuous
• Teacher, Peer and Self
• Pre-Determined Criteria
• Authentic Processes

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Special Education

• What the Law Requires
• The (1997) Reauthorization of IDEA (Individuals
  with Disabilities Education Act)
• and the (2004) Individuals with Disabilities
  Education Act
• Improvement Act implemented significant changes
  by requiring that
• students with disabilities receive access to the
  general curriculum.
• Under these laws, students with disabilities
  must
• have access to the general curriculum
• be involved in the general curriculum and
  
• progress in the general curriculum.
  

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ELA and Special Education

• Students served in Resource settings receive
  instruction in Balanced Literacy and/or an
  alternative intervention reading program
  depending upon the functioning levels of the
  students.
• Students served in Self-Contained settings most
  often require modified reading materials and a
  separate curriculum due to their lower
  functioning levels.
• Regardless of the setting, the District Five
  Approved Curriculum serves as a resource for all
  special education teachers as they teach students
  at various ability levels. The focus is on the
  Essential Standards.

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Math and Special Education

• A team of special education teachers worked with
  the District Five Approved Curriculum to identify
  skills and standards that spiral from one grade
  level to the next grade level. This helps in
  pacing the instructional process and in moving
  students to higher functioning levels.
• Every Day Counts Calendar Math Kits which are
  part of the general education curriculum are also
  utilized in many special education classes.
• Students close to grade-level performance are
  often served in inclusive settings where a
  special education teacher and general education
  teacher team teach and utilize the District
  Five Approved Curriculum and pacing guide.
• Students served by a Resource model most often
  receive pull-out, supplemental services. Special
  education teachers use the District Five Approved
  Curriculum at the students functioning level to
  focus on the essential skills.
• Students served by a Self-Contained model most
  often receive instruction in special education
  settings where the special education teacher
  provides modified and specialized instruction.
  The District Five Approved Curriculum is utilized
  as a reference for the specific content relevant
  to each grade level while the pace of instruction
  is modified. Students are mainstreamed into
  general education classes when deemed appropriate
  by an IEP team.

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Science and Special Education

• Students served by a Resource model receive
  instruction in general education settings where
  the District Five Approved Curriculum and pacing
  guide is utilized. Accommodations and
  modifications are provided when deemed
  appropriate by the IEP team.
• Students served by a Self-Contained model most
  often receive instruction in special education
  settings where the special education teacher
  provides modified and specialized instruction.
  The District Five Approved Curriculum is utilized
  as a reference for the specific content relevant
  to each grade level while the pace of instruction
  is modified.
• Instructional focus is on Essential Skills.
• Science Kits are utilized to provide hands-on
  instruction.
• Students are often re-grouped among other special
  education teachers so that each teacher instructs
  only 1 grade level.

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Social Studies and Special Education

• Students served by a Resource model receive
  instruction in general education settings where
  the District Five Approved Curriculum and pacing
  guide is utilized.
• Students served by a Self-Contained model most
  often receive instruction in special education
  settings where the special education teacher
  provides modified and specialized instruction.
  The District Five Approved Curriculum is utilized
  as a reference for the specific content relevant
  to each grade level while the pace of instruction
  is modified.
• Instructional focus is on Essential Skills.
• Students are often re-grouped among other special
  education teachers so that each teacher instructs
  only 1 grade level.

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The Key Concepts

• IEPs (Individualized Education Plans) are the
  driving force in determining access to the
  general curriculum as students with disabilities
  are instructed at their functioning level.
• Appropriate accommodations and modifications to
  be used in all settings are determined by an IEP
  team.

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Every child in the winners circle
-Betty Bagley