curriculum development handbook - norwich high school€¦ · · 2013-04-05curriculum development...

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Curriculum Development Handbook

NCSD Office of Instruction and Staff Development

Developed by the Instructional Advisory Council

Revised 7/2008

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Table of Contents

Why do we need curriculum? Rationale and Definitions 3 How does curriculum develop? 5 NCSD Curriculum Development and Review Cycle 8 Blueprint Template 10 Blueprint Template Model #1 Electronic Information Process 11 Blueprint Template Model #2 Natural Disasters 18 NCSC Instructional Plan Template (Units or Lesson Plans) 31 Instructional Plan Model Math Grade 5 Geometry Unit Plan 32 Instructional Plan Model Math Grade 5 Geometry Lesson Plan 36 Curriculum Development Rubric 38 Choosing Textbooks 41 Textbook Rubric 42 Summer Curriculum Work 43 Summer Curriculum Work Proposal 44

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Why do we need curriculum? Rationale

“…’a guaranteed and viable curriculum’. I rank this as the first factor, having the most impact on

student achievement.”

What Works in Schools: Translating Research into Action by Robert J. Marzano

Curriculum Assessment

Instruction A curriculum is a continuously evolving “operational plan for instruction” that details:

1) what students need to know and be able to do (intended learning outcomes/expectations); 2) how students are to achieve the identified curricular goals (student learning tasks and experiences);

3) what teachers are to do to help students develop their knowledge and skills (teaching processes,

including assessment).

National Council of Teachers of Mathematics

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The Purpose of Curriculum

The purpose of a well-written curriculum is to provide:

Continuity of instruction PK- 12 (i.e. long term substitute teachers, high teacher turn over, multiple teachers in grade level or course)

Focused, high quality instruction Increased student learning – having a plan increases everyone’s chances of reaching expectations A guide for staff and parents to support instruction Opportunities for reflection Opportunities for collaboration (i.e. AIS and Special Education) An avenue for implementing the NYS Learning Standards

Attributes of High Quality Curriculum and Instruction High Quality Curriculum and Instruction:

Is clearly focused on the essential understandings and skills that a professional would value Is mentally and affectively engaging to learners Is joyful – or at least satisfying Provides choices Is clear in expectations Allows meaningful collaborations Is focused on products (something students make or do) that matter to students Connects with students’ lives and world Is fresh and surprising Seems real (is real) to the student Is coherent (organized, unified, sensible) to the student Is rich, deals with profound ideas Stretches the students Calls on students to use what they learn in interesting and important ways Involves the students in setting goals for their learning and assessing progress toward those goals

Tomlinson, Carol Ann and Susan Demirsky Allen. Leadership for Differentiating Schools & Classrooms.

Alexandria, VA: ASCD, 2000.

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4

Unit PlansManageable "chunks" of instruction driven by the

Blueprints

1NYS Learning Standards

7 Content Areas/28 Standards

2Performance Indicators

(taken from the NYS Core Curricula)

3

District Level Curriculum (Blueprints) and Benchmark Assessments

PK-12 by Grade and/or Content

5Lesson Plans

Monday - Friday

How does curriculum develop?

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Step 1: NYS Learning Standards In 1996, the New York State Board of Regents adopted learning standards for all content (subject) areas.

Step 2: Performance Indicators and Core Curricula New York State Education Department (SED) has issued a series of core curricula, which provide an additional level of specificity to the learning standards. The core curricula are particularly important to local curriculum developers/educators since they contain the State’s expectations of what students must know and be able to do in relation to the content areas. For each learning standard, the core curricula present key ideas (broad, unifying, general statements of what students need to know) and performance indicators (statements of what students should do to provide evidence that they understand the key idea). These core curricula are the foundation upon which State assessments are aligned and developed.

NYS core curricula are not designed as local school/district curricula. Rather, these core curricula provide assistance to local schools/districts who maintain responsibility to design a curriculum that meets the needs of their students. The core curricula respect the tradition of local choice in New York State that empowers educators to select texts, identify products, and use a rich array of instructional strategies and activities to meet student needs.

All Core Curricula can be found on the NYS website. All teachers should have working copies of their respective core curricula.

Step 3: Blueprint Development For the Norwich City School District curriculum mapping occurs through a process of blueprint development. The template for Blueprint Development is included in this document on p. 10. Directions for Blueprint Development:

1. Blueprints must be submitted prior to a course being offered. a. Timeline for Middle School/High School Course Development

Course development is on going. Any blueprints for courses to be offered during the school year must be submitted to the Office of Instruction and Staff Development by November 1 of the previous school year. Blueprints will be submitted to the Board of Education for approval in December. The High School Course Catalog will go to the printer around January 15th. Eighth grade parent night is usually scheduled in February.

2. Blueprints precede unit development. 3. Helpful hints are included in the attached Blueprint Template. Examples of blueprints can be

found on the district website.

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4. Blueprints should be built chronologically not conceptually.

5. Textbooks and instructional materials can be purchased only after the development and Board approval of subject/course blueprints. Procedures and forms can be found on p 41.

Step 4: Unit Planning Units of instruction are designed to break down the larger blueprint into manageable portions for instruction. Units can be thematic or topical. A template for unit development is on p. 31. There is a sample plan on p. 32. Don’t be fooled by the simplicity of the template; units are difficult to develop. They should be very tightly developed. Together all units should spiral to create the larger curriculum. This plan should contain enough detail so that a teacher of the same certification area can follow it with fidelity.

Step 5: Lesson Planning The same Instructional Plan can be used for lesson planning. The guiding questions are the same. A sample lesson plan is included on p 36. This plan should contain enough detail so that a teacher of the same certification area can follow it with fidelity.

When does curriculum writing occur? Curriculum development should be on going. Steps 1 and 2 are static. They have been set by the New York State Education Department. Steps 3 – 5 can occur at any time during the school year or during the summer. Arrange for curriculum development and or improvement time through your building administrator/supervisor and the Director of Instruction and Staff Development. Applications for summer work can be found on p. 43.

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NCSD Curriculum Development and Review Cycle Because the district recognizes that curriculum is not static, it has implemented a Development and Review Cycle to give each content area the opportunity to reflect and improve its curriculum and practice. Year 1

1. Select development team • Teachers and administrators from each school and every grade level affected are selected to

serve on the Curriculum Team.

2. Review professional literature and research • Team members will update their subject area knowledge. “Best Practices” are identified.

3. Develop statements of mission, vision, and belief

• The team will develop a series of statements for how the district will work, where the district wants to go, and what we believe.

4. Data gathering and analysis • The team will look at a variety of data including student achievement data, demographic data,

procedural data, and needs assessments.

5. Plan for Improvement/Implementation Plan • The team will develop a plan for continuous improvement • The team will devise an implementation plan to define:

i. What will be done to affect the implementation of the curriculum? ii. How will the implementation be staged over time?

6. Blueprint development

• The team will review current blueprints for quality.

Year 2

7. Present to the Board of Education

8. Communicate with all stakeholders

9. Instructional materials search and acquisition

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Years 3 – 6

10. Unit development

• The curriculum will be broken down into manageable instructional “chunks.” Staff may use the template provided on p. 31, or they may use a template of their choosing as long as all components are included.

11. Benchmark assessment development

• The team will develop common assessments to be given at the same time to all students in a course of study.

• The team will plan for continuous review of benchmark assessment data.

Curriculum Cycle The year noted designates the year the team will begin work in the cycle.

2007 – 2008 Mathematics 2008– 2009 ELA 2009 – 2010 Social Studies 2010 – 2011 Science 2011 – 2012 Physical Education, Health, Family and Consumer Science, Technology, Languages

other than English 2012 – 2013 Library Media, Art, Music 2013 – 2014 Related Services, Student Support Services 2014 – 2015 Mathematics

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Norwich City School District Blueprint Template Date

Overarching Enduring Understanding: (What should students understand about this subject/course long after it is over?) Overarching Essential Question: (What question will initiate inquiry into this subject/course?) Topic: (Unit Topic) Transferable Concepts: (What concepts are transferable to other subject/courses and life outside of school Performance

Indicator Subtopic Big Ideas Declarative Knowledge

(Concepts) Procedural Knowledge

(Skills) Assessment Vocabulary/Key

Terms Performance Indicators are taken from the NYS Learning Standards and/or Core Curriculum documents.

How is the unit subdivided? Include a time frame: Examples September 2 weeks

Enduring Understanding: What should students understand about this topic/subtopic by the time you finish instruction?

This is knowledge that is declarative in nature. These are usually represented by nouns: Students will know: The Pythagorean theorem The primary colors The causes of a war

Procedural knowledge is know-how knowledge usually represented by verbs: Students will be able to: Construct a proof Mix colors Write a thematic essay

What assessment tools will you use to measure student attainment of the declarative and procedural knowledge?

Key vocabulary essential to this course of study Grade levels and/or departments should agree upon these terms.

Essential Question: What question will initiate inquiry into this topic/subtopic?

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Electronic Information Processing 1/3/07

Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Proper Typing Technique and Reinforcing Keyboarding Skills Transferable Concepts:

Performance Indicator

Subtopic Big Ideas Declarative Knowledge (Concepts)

Procedural Knowledge (Skills)

Vocabulary/Key Terms

Select and use appropriate technology to complete a task. (CDOS – 3a) Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. (CDOS – 2) Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance. (CDOS – 3a) Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. (CDOS – 3a)

o Proper Typing

Technique o Home Row of Keys o Letter Keystrokes o Number Keystrokes o Symbol Keystrokes o Formatting

Guidelines o Proofreader’s Marks o Timed Writings

Enduring Understanding:

Students will effectively use proper typing technique to develop more competent keyboarding skills.

They will use this method of typing to improve and reinforce their keyboarding skills.

The students will establish a goal of increasing their NWAM (Net Words a Minute) by the conclusion of the course.

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Home Row of Keys o Letter Keystrokes o Number Keystrokes o Symbol Keystrokes o Formatting Guidelines o Proofreader’s Marks o Timed Writings

o type using proper typing

technique o perform the correct

keystrokes for all letters, numbers, and symbols using proper typing technique

o utilize special keys and keystrokes to become a more competent typist

o manipulate a document by formatting it after receiving a given set of guidelines

o proofread a document and insert proofreader’s marks to make necessary corrections

o effectively make adjustments to a document by reading proofreader’s marks

o performing timed writings enables a student to view progress and identify areas for improvement

o timed writings enable a student to calculate their NWAM (Net Words a Minute) from the results

o Proper Typing

Technique o Home Row o Space Bar o Shift Keys o Tab Key o Control Key o Caps Lock Key o Backspace Key o Delete Key o Insert Key o Page Setup o Margins o Portrait o Landscape o Header o Footer o Proofreader’s

Marks o Hard Return o Soft Return o GWAM o NWAM

Essential Question:

How do I develop more competent

keyboarding skills? What are the features of typing using proper typing technique? Why is keyboarding an essential skill to have?

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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Memos and E-Mail Messages Transferable Concepts:





Select and use appropriate technology to complete a task. (CDOS – 3a) Select and communicate information in an appropriate format. (CDOS – 3a) Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. (CDOS – 3a) Select, apply, and troubleshoot hardware and software used in the processing of business transactions. (CDOS – 3b)

o Proper Typing

Technique o Formatting

Guidelines o Proofreader’s

Marks o Interoffice

Memorandums o Reference Initials o Special Notations o E-Mail Message o Timed Writings

Additional Performance

Indicator

Prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today’s international service, information, technological based economy. (CDOS – 3b)



Students will use touch keyboarding techniques to produce business documents. (e.g., Memorandums, E-Mail Messages)

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Formatting Guidelines o Proofreader’s Marks o Interoffice Memorandums o Reference Initials o Special Notations o E-Mail Message o Timed Writings


technique o produce business

documents using appropriate technology (e.g., memorandums and E-Mail messages)

o producing business documents helps increase communication skills, while it also allows students the opportunity to reinforce and improve their keyboarding skills

o manipulate a business document by formatting it after receiving a given set of guidelines

o effectively make adjustments to a business document by reading proofreader’s marks


o Interoffice

Memorandum o Memo Margins o Headings o Reference

Initials o Attachment &

Enclosure Notations

o E-Mail Message o Bold o Tab Key o Caps Lock Key o Double Space o Triple Space

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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Unbound Reports and Bound Reports Transferable Concepts:






o Proper Typing



Marks o Unbound Reports o Bound Reports o Internal Spacing o Textual Citations o Long Quotations o Enumerated Items o Headings and

Subheadings o Timed Writings


Indicator




Students will use touch keyboarding techniques to produce business documents. (e.g., Unbound Reports)

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Formatting Guidelines o Proofreader’s Marks o Unbound Reports o Bound Reports o Internal Spacing o Textual Citations o Long Quotations o Enumerated Items o Headings and Subheadings o Timed Writings



documents using appropriate technology (e.g., unbound reports and bound reports)





o Unbound Report o Bound Reports o Report Margins o Page Numbers o Textual Citations o Endnote o Footnote o Italics o Reference List o Second Page

Heading o Long Quotations o Enumerated

Items o Headings and

Subheadings o Double Space o Quadruple Space

Essential Question:

What is an Unbound Report and why would

I use it?

What are the correct formatting guidelines for an Unbound Report?

Why is it important to format this type of document correctly?

Why is keyboarding an essential skill to have?

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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Business Letters and Personal Business Letters Transferable Concepts:






o Proper Typing



Marks o Business Letters o Personal Business

Letters o Parts of a Business

Letter o Block vs. Modified

Block Letters o Punctuation Options o Paragraph Options o Timed Writings


Indicator




Students will use touch keyboarding techniques to produce business documents. (e.g., Business Letters and Personal Business Letters)

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Formatting Guidelines o Proofreader’s Marks o Business Letters o Personal Business Letters o Parts of a Business Letter o Block vs. Modified Block

Letters o Punctuation Options o Paragraph Options o Timed Writings



documents using appropriate technology (e.g., business letter and personal business letter)





o Business Letter o Personal

Business Letter o Block Letter o Modified Block

Letter o Block

Paragraphs o Indented

Paragraphs o Open

Punctuation o Mixed

Punctuation o Letter Margins o Return Address o Letter Address o Salutation o Complimentary

Close o Reference

Initials o Attachment &

Enclosure Notations

o Attention Line o Copy Notation o Blind Copy

Notation o USPS Letter

Address Style o Second Page

Heading

Essential Question:

Why would I write a Business Letter?

What is the difference

between a Business Letter and a Personal

Business Letter?

What are the correct formatting guidelines for a Business Letter?



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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Tables Transferable Concepts:






o Proper Typing



Marks o Tables o Parts of a Table o Table Formatting

Features o Timed Writings

Additional





Students will use touch keyboarding techniques to produce items that would be found within business documents. (e.g., Tables)

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Formatting Guidelines o Proofreader’s Marks o Tables o Parts of a Table o Table Formatting Features o Timed Writings



documents using appropriate technology (e.g., tables)





o Table o Main Title o Secondary Title o Column o Row o Column Heading o Row Heading o Source Note o Gridlines o Vertical

Placement o Horizontal

Placement o Column Width o Row Height o Vertical

Alignment o Horizontal

Alignment

Essential Question: Why would I write a

Business Letter?

What is the difference between a Business

Letter and a Personal Business Letter?

What are the correct formatting guidelines for a Business Letter?



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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Integrated Workplace Simulation Transferable Concepts:





Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques. (CDOS – 2) Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. (CDOS – 2) Demonstrate the ability to organize and process information and apply skills in new ways. (CDOS – 3a)

o Proper Typing



Marks o Workplace

Simulation Key Terms and Information

o Business Letters o Unbound Reports o Memorandums o E-Mail Messages o Tables o Timed Writings



Students will use touch keyboarding techniques to produce business documents. (e.g., Business Letter, Unbound Reports, Memorandums, E-Mail Messages, Agendas, Tables, and Organizational Charts)

At the conclusion of this unit of study, the student will be able to understand the following concepts: o Proper Typing Technique o Formatting Guidelines o Proofreader’s Marks o Workplace Simulation Key

Terms and Information o Business Letters o Unbound Reports o Memorandums o E-Mail Messages o Tables o Timed Writings



documents using appropriate technology




o effectively make use of information obtained on the company web site to help produce business documents


o Communication

Specialist o Macros o CEO o Branch Manager o Table o Business Letter o Job Description o E-Mail Message o Seminar o Seminar

Objectives o Agenda o Memorandum o Unbound Report o Footnotes o Organizational

Chart o All Key Terms

associated with previous topics

Essential Question:

What are the correct formatting guidelines for specific Business Documents? Why is it important to format these types of document correctly? What is a Macro and why would I use it to help me complete Business Documents? Why is keyboarding an essential skill to have?

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Overarching Enduring Understanding: In our world of ever-changing technology and fast-paced communication in order to be a productive and successful member of society it is essential that one possess the basic skill of keyboarding. Overarching Essential Question: How do I develop more competent keyboarding skills? Why is this an essential skill to have? Topic: Integrated Workplace Simulation (continued) Transferable Concepts:





Select and use appropriate technology to complete a task. (CDOS – 3a)

Select and communicate information in an appropriate format. (CDOS – 3a)

Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. (CDOS – 3a)

Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization. (CDOS – 3a)

Select, apply, and troubleshoot hardware and software used in the processing of business transactions. (CDOS - 3b

Additional

Performance Indicators

Prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today’s international service, information, technological based economy. (CDOS – 3b) Identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals. (CDOS 3b)

Enduring Understanding: Students will effectively use proper typing technique to develop more competent keyboarding skills.

Students will use touch keyboarding techniques to produce business documents. (e.g., Business Letter, Unbound Reports, Memorandums, E-Mail Messages, Agendas, Tables, and Organizational Charts)

Essential Question:

What are the correct formatting guidelines for specific Business Documents? Why is it important to format these types of document correctly? What is a Macro and why would I use it to help me complete Business Documents? Why is keyboarding an essential skill to have?

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Norwich City Schools

Subject: Natural Disasters Date: 12/22/06

Worth being familiar with: • Current natural disasters • What affects the vulnerability of a population

Important to know and do: • To explain the physical scientific basis of natural disasters • To evaluate human and economic impacts of natural hazards • To assess emergency response and policy for natural hazards • To synthesize information from various sources • To communicate effectively with peers regarding science and social policy

Big Ideas (Enduring Understandings):

Natural disasters occur as a result of the interaction between natural processes and human settlement.

Humans and the environment impact each other. Natural disasters can present personal and societal

challenges.

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Performance Indicator Topic/Subtopics Connections to Big Ideas/ Essential

Questions

Declarative Knowledge (Concepts)



Explain the difference between a hazard and disaster. Describe how primary, secondary and tertiary effects differ. Assess how prediction and division of responsibility can help mitigate loss of life and property.

• Introduction: Natural Disasters & Assessing Hazards and Risk

How do humans interact with the Earth system?

o What makes a hazard or disaster?

o What types of hazards are there?

o What effects do they have on the earth system?

o Who is most vulnerable and susceptible to disasters?

o What is meant by primary, secondary and tertiary effects?

o How can prediction and warning help?

o What responsibilities do you have in a natural disaster?

• Internet research • Finding current

events

Hazard Disaster Earth System Vulnerable Susceptible Primary Effects Secondary Effects Tertiary Effects Prediction Mitigation

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Questions




Explain how energy (heat) transfer drives processes that cause natural disasters. Make connections between the biosphere and physical workings of earth.

• Earth Structure,

Materials, Systems, and Cycles

What makes the Earth a system? How does the Earth system change?

o What is earth made

of? o What is energy? What are sources

of energy on earth? How does energy

move from one place to another?

o How long does it take for things on earth to happen?

o What role does plate tectonics have in creating natural disasters?

o What is the Rock Cycle and why is it important?

o What are the leading ideas about how earth is shaped? What role does life play in this?

• Use diagrams and

scale models

Energy Convection Conduction Radiation Scale Plate Tectonics Rock Cycle UniformitarianismEvolution

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Questions




Describe transmission of seismic waves and their effects. Explain why some areas are at greater risk and how this risk can be mitigated. Analyze prediction methods Compare and contrast earthquakes that have occurred.

• Earthquakes: Causes and Measurements

• Earthquake Hazards and Risks

• Earthquake Prediction

• Earthquake Case Histories

Why is location important? How does the Earth system change? Is it worth spending a lot of money to prepare for something that might happen?

o What causes an earthquake? What does stress

have to do with it?

o How do we measure earthquakes?

o What controls how large an earthquake will be?

o What does earthquake risk depend on? How do

buildings respond to seismic waves?

How is location important?

o How can we predict when and where an earthquake is likely to occur?

o What is the uncertainty associated with the predictions?

• Use an earthquake intensity scale to determine damage and loss of life

• Locate an epicenter

• Plot epicenters to determine high risk zones

Earthquake Epicenter Stress Fault Moment magnitude Richter Scale Modified Mercalli intensity scale Prediction Seismic waves

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Questions




Describe transmission of seismic waves and their effects. Explain why some areas are at greater risk and how this risk can be mitigated. Analyze prediction methods

• Tsunami

Why is location important? How does the Earth system change? Is it worth spending a lot of money to prepare for something that might happen? What affects the vulnerability of a population?

o What is a tsunami? o What causes a

tsunami? o How can we predict

and issue early warnings for tsunami?

o How can you survive a tsunami?

o How can a tsunami cause outbreaks of infectious disease?

o 2004 Tsunami

• Locate an epicenter and issue tsunami warnings

Tsunami Infectious disease

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Questions




Explain how different types of magma create different volcanoes with different hazards. Explain why some areas are at greater risk and how this risk can be mitigated. Analyze tradeoffs in ordering evacuations

• Volcanoes, Magma, and Volcanic Eruptions

• Volcanic Hazards, Beneficial Aspects, and Predicting Eruptions

• Volcanic Case Histories

How does the Earth system change? How do humans interact with the Earth system? Why is location important? Who should be responsible for mitigation and emergency response?

o What are the different types of magma?

o What does gas have to do with an eruption?

o Where do different types of magma come from?

o How do different types of magma, make different types of eruptions?

o How do different types of eruptions create different types of landforms?

o What are the effects of a volcanic eruption?

o What are the benefits of volcanoes?

o Why would people live where there are volcanoes?

o How does volcano monitoring work?

o How do we know when it’s going to blow?

o What are the tradeoffs in ordering evacuations?

• Demonstrate how viscosity effects the type of eruption

• Adopt and monitor a volcano

Volcano Magma Felsic Mafic Viscosity Explosive Effusive Composite cone Shield volcano Cinder cone Pyroclastic surge Tradeoff

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Questions




Describe the causes of landslides. Demonstrate how to know if your land will slide and how to mitigate it.

• Slope Stability, Triggering Events, Mass Wasting Hazards

Who should be responsible for mitigation and emergency response? How does the Earth system change? How do humans interact with the Earth system?

o What is the main force that causes landslides?

o What role does water play in causing landslides?

o What are triggering events?

o How do you know if your land will slide?

• Calculate angle of repose for different materials

Landslide Mass wasting Triggering Events Angle of repose

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Questions




Explain how energy (heat) transfer drives processes that cause natural disasters. Make connections between the biosphere and the ocean-atmosphere system.

• The Ocean-Atmosphere System

What makes the Earth a system? How does the Earth system change? How does change affect the future?

o What are the ocean and atmosphere made of?

o How are they connected?

o Where does that energy that makes weather come from?

o What’s the difference between weather and climate?

o What effect do geologic processes (like volcanoes) have on the climate system?

o What effect has life had on the climate system?

o What is El Nino? How does it affect climate?

• Use diagrams that illustrate processes

• Create and employ conceptual models of ocean-atmosphere processes

Ocean-atmosphere system Weather Climate Water cycle

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Questions




Use the concepts of density and heat energy to explain observations of weather patterns. Explain how loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

• Tropical Cyclones • Flooding • Hurricane and

Flood Case histories

What affects the vulnerability of a population? Why is location important? Is it worth spending a lot of money to prepare for something that might happen? Who should be responsible for mitigation and emergency response?

o Where do hurricanes form?

o Where do hurricanes get their energy from?

o How do hurricanes “work”?

o Why do hurricanes rotate?

o Why do they follow the paths that they do?

o How do we monitor and track hurricanes?

o What is most dangerous part of a hurricane?

o What are the effects of hurricanes?

o What does flood stage mean?

o What factors affect flooding?

o How does human intervention affect flooding?

o Should you buy flood insurance?

o What are the effects of flooding?

o Can floods be predicted?

• Track an Atlantic hurricane

• Create a plan for your family in case of a 100-year flood of the Chenango River

Hurricane Cyclone Rotate Energy Storm Surge Flood Flood insurance

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Questions




Use the concepts of density and heat energy to explain observations of weather patterns. Explain how loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

• Extra-Tropical Cyclones

• Thunderstorms & Tornadoes

• Case Histories

Is it worth spending a lot of money to prepare for something that might happen? Who should be responsible for mitigation and emergency response?

o What is a Nor’easter?

o How should you prepare for a blizzard?

o What causes thunderstorms?

o What are the effects of thunderstorms?

o What should you do in the thunderstorm?

o How do tornadoes form?

o Where do tornadoes happen the most?

o How do you stay safe during a tornado?

• Create a plan for your family in case of a severe thunderstorm

Extra-tropical cyclone Blizzard Nor’easter Thunderstorm Lightening Thunder Tornado Fujita Scale

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Questions




Use the concepts of density and heat energy to explain observations of weather patterns. Explain how loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. Explain how the living and nonliving environments change over time and respond to disturbances. Explain the impact of technological development and growth in the human population on the living and nonliving environment.

• Drought • Wild Fires • Case Histories • Climate Change

How do humans interact with the Earth system? What affects the vulnerability of a population? How does the Earth system change? How does change affect the future? How do humans interact with the Earth system?

o What causes droughts?

o Why do people live where there is little rain?

o How are droughts related to forest fires?

o How does human intervention affect wildfires?

o Is global warming really occurring?

o If it is, how will it affect me?

o Has the climate changed before?

o How do humans affect climate?

• Using a map of planetary winds, determine areas of high risk for drought and fires

• Evaluate

information including graphs and diagrams about global climate change.

Drought Wild Fire Climate Greenhouse gasses Ozone

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Questions




Explain how the living and nonliving environments change over time and respond to disturbances.

• Meteorites & Impacting Events

Is it worth spending a lot of money to prepare for something that might happen? Who should be responsible for mitigation and emergency response?

o Where in the universe are we?

o What is a meteorite? o What are the

differences between meteorites?

o Where do meteorites come from?

o What is an impact event?

How do velocity and size affect the amount of damage?

Where can craters be found?

o How are meteorite impacts and mass extinctions related?

o What will happen to humans when a large meteorite hits earth?

• Locate regions of space that have the potential to produce meteorites large enough to cause a mass extinction

Meteorite Mass extinctions

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Questions




Explain the physical scientific basis of natural disasters Evaluate human and economic impacts of natural hazards Assess emergency response and policy for natural hazards Synthesize information from various sources Communicate effectively with peers regarding science and social policy

• Conclusion

How does the Earth system change? How do humans interact with the Earth system? What affects the vulnerability of a population? Why is location important? Is it worth spending a lot of money to prepare for something that might happen?

o How can we effectively prepare for natural disasters?

o What role does communication play in mitigating disasters?

o How do humans affect how bad a natural disaster is?

o How is economy (from personal to global levels) affected by natural disasters?

o How do natural disasters affect our environment and the ecosystems in it? What connections are there between geologically caused and biologically caused natural disasters?

Cumulative

Cumulative

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NCSD Instructional Plan Class: Date: Period:

Outcomes (tied to performance indicators as written in the NYS Core Curriculum and district blueprints):

These statements can be taken from the NYS Learning Standards and/or Core Curriculum documents. They should appear on the blueprints either in the performance indicator columns or the declarative or procedural knowledge columns.

Assessment: How will I measure student progress toward the outcomes? What evidence can I gather?

What assessment tools will you use to measure student attainment of the outcomes listed above? This section should mirror the outcomes section.

Instructional Activity: Please describe the instructional activity. What will the teacher do? What will the students do? Note: Be sure all instructional components are addressed.

What will you do and what will the students do to achieve the outcomes listed above? Choose research based strategies.

Modifications and differentiation: What will students struggle with? What will I do to be proactive? Note: Be sure all students are taken into account.

What parts of the curriculum give students difficulty? Do I have students who will struggle with certain parts? Do I have students who need more challenge or enrichment? What will I do about it? This is not meant for standard IEP compliance. (Middle School: What multiple intelligences should I address in this unit?)

Homework

Is homework appropriate, necessary, and meaningful? How will I differentiate it?

*The level of detail required is determined by the ability of another teacher’s ability to follow the plan.

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NCSD Instructional Plan Class: Math Grade 5 Date: August 1, 2006 Period:

Essential Question How does geometry make the world interesting? Outcomes (tied to performance indicators as written in the NYS Core Curriculum and district blueprints):

Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. 4.G.1* Identify and name polygons, recognizing that their names are related to the number of sides, and angles (triangles, quadrilateral, pentagon, hexagon, and octagon) 4.G.2* Identify points and line segments when drawing a plane figure 4.G.6 * Draw and identify intersecting, perpendicular, and vertical lines 4.G.7* Identify points and rays when drawing angles 5.G.1 Calculate the perimeter of regular and irregular polygons. Students will identify and justify geometric relationships, formally and informally. 5.G.2 Identify pairs of similar triangles 5.G.3 Identify the ratio of corresponding sides of similar triangles 5.G.4 Classify quadrilaterals by properties of their angles and 5.G.5 Know that the sum of interior angles of a quadrilateral is 360º 5.G.6 Classify triangles by properties of their angles and sides 5.G.7 Know that the sum of the interior angles of a triangle is 180º 5.G.8 Find a missing angle when given two angles of a triangle 5.G.9 Identify pairs of congruent triangles 5.G.10 Identify corresponding parts of congruent triangles Students will apply transformations and symmetry to analyze problem solving situations. 5.G.11 Identify and draw lines of symmetry of basic geometric shapes Students will apply coordinate geometry to analyze problem solving situations 5.G.12 Identify and plot points in the first quadrant 5.G.13 Plot points to form basic geometric shapes (identify and classify) 5.G.14 Calculate perimeter of basic geometric shapes drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths and parallel to the axes)

Instructional Activity: Please describe the instructional activity. What will the teacher

Activating prior knowledge (indicated by *): point, line segment, line, ray, parallel lines, perpendicular lines, intersecting lines, triangles, and rectangles

• Begin by introducing. What are their characteristics? Students will practice identifying these types of lines (line segment, line, ray, parallel lines, perpendicular lines, intersecting lines).

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do? What will the students do? Note: Be sure every student is taken into account.

• Where can you find these lines in your everyday life? (discussion, scavenger hunt, etc). • Review with line “Simon Says” (fist as a point, pointing outstretched hands as a line, point with

one hand and fist with other as a ray, arms folded over away from the body making fists as line segment, two outstretched parallel hands for parallel lines, make a “T” with arms for perpendicular lines, and make an “X” with arms for intersecting lines)

• Read aloud The Greedy Triangle by Marilyn Burns Lesson Activities:

• Measure and draw lines and rays with a protractor (so students gain and understanding of how shapes are made up of line segments).

• Students are given a large set of triangles (without being told how to classify them) and work in cooperative groups to sort (they will either sort them by angle measure or side length. Then, have students attempt to sort it another way.

• Define and teach isosceles, scalene, equilateral, right, obtuse, and acute triangles • Students will practice identifying different triangle types • Where can you find them in your daily life? • Use the triangles the students sorted previously to create smaller sorts within each category from

the previous activity. For example, students would sort all the acute, scalene triangles into smaller subcategories (again, not revealing the way you want them classified). The subcategories should be similar triangles, congruent triangles, and other.

• Define and teach similar and congruent triangles • Students will identify similar and congruent triangles • After the teacher models the procedure, students will cut out congruent triangles and match up the

sides so they correspond. Then, students will color code the sides to show correspondence (multiple times). Practice visually once they have a good understanding with the manipulatives. Repeat procedure with similar triangles. Then, have a mixed review.

• Students will create their own large triangles. They will measure each angle with a protractor, writing each angle measure on the triangle. Students will then rip off each angle measure, putting them together to see how many degrees total are in the triangle. Repeat process to be sure that all triangles have 180º.

• Review that triangles do have 180º. Students should also practice this visually with triangles that only have two angle measures given. Students should find the third angle measure.

• Show students a variety of quadrilaterals, and ask, What are their similarities? What makes a quadrilateral? (think-pair-share). Generate class list of quadrilateral properties.

• Students are given a large set of quadrilaterals (without being told how to classify them) and work in cooperative groups to sort (square, rectangle, rhombus, parallelogram, trapezoid). Then, have

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students attempt to sort it another way. • Define and teach quadrilaterals: square, rectangle, kite, rhombus, parallelogram, and trapezoid • Students will practice identifying different types of quadrilaterals • Where can you find them in your daily life? • Students will work in cooperative groups, each group focusing on a different quadrilateral and will

create their own large quadrilaterals. They will measure each angle with a protractor, writing each angle measure on the quadrilateral. Students will then rip off each angle measure, putting them together to see how many degrees total are in the quadrilateral. Repeat process to be sure that angles total 360º. Do all quadrilaterals have the same angle measure?

• Review that quadrilaterals do have 360º. Students should also practice this visually with quadrilaterals that are given only three angle measures, and they must find the measure of the fourth angle.

• Cut a picture of a face in half showing vertical symmetry. Show students how both sides are the same, this is called symmetry. Show students how the letter H has both vertical and horizontal lines of symmetry.

• Students will practice finding lines of symmetry by folding shapes and then using mirrors. • Finally, they will identify symmetry visually after using manipulatives. • Activate Prior Knowledge: What do you know about perimeter? (think-pair-share). Review

concept. • Begin by giving students rectangles that are cut out of graph paper. Students must count the

outside squares to figure out how many square centimeters are needed to go around the rectangle. • Give students polygons that have the measures of all sides written on them; students will practice

adding them together to get the perimeter. • Have students practice this procedure with polygons without giving them the measure of all sides

(for example you might only tell a student one of a square’s sides, or two for a rectangle). • Activating Prior Knowledge: Begin by asking students, Who has ever played Battleship? • Teach students how to plot points on a coordinate grid. • Give students coordinates to follow to practice using a coordinate grid. • Students can create their own designs and write coordinate grid directions for making them. • Students can play Coordinate Grid Battleship. Students can use file folders to cover up grids.

They will place 5 “ships” (lines) on the board, each 6 units long. Then students will then play battleship in traditional way (but using coordinate grids).

• Show students that length and width can be found on the coordinate grid as well by counting boxes. Then, they can use the same methods to calculate perimeter of rectangles.

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• Pretest (What do students already know?) • Observe student progress throughout the unit within cooperative groups using a checklist • Daily review quizzes (What do students REALLY know?) • Homework • Unit Test

Modifications and differentiation: What will students struggle with? What will I do to be proactive?

Students will struggle with visualization. To be proactive, we will use manipulatives that are as similar as possible to the one-dimensional paper drawings. We will also use color-coding to help students differentiate between sides, shapes, angles, etc. Students will work in cooperative groups to help teach each other the concepts. This will ensure that all students feel valued when they are helping each other learn. Lessons are scaffolded to make sure that students completely understand a concept before moving to the more difficult representation or procedure. Teacher will use a multi-sensory approach to learning to ensure all learners can understand these concepts. Visuals will also be provided for students through means of teacher modeling, classroom posters, and study guides.

Homework

• Daily review of study guides that pertain to lesson taught as well as previous lessons • Thought provoking questions for upcoming concepts

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NCSD Instructional Plan Class: 5th Grade Geometry Lesson Plan Date: Period:

Outcomes (tied to performance indicators as written in the NYS Core Curriculum and district blueprints):

Essential Question: How does geometry make the world interesting? 5G7 Know that the sum of the interior angles of a triangle is 180. 5G8 Find a missing angle when given two angles of a triangle.


Writing: Independently, students complete the Triangle 3-2-1 activity in journals which reviews triangle classification and finding the third angle in a triangle. Modifications/Differentiation – students will have the opportunity to complete the final writing task using paper/pencil, with/without manipulatives whichever helps them most. Thinker’s Corner (SEp437) and measure of angles in a star available for further exploration.

Instructional Activity: Please describe the instructional activity. What will the teacher do? What will the students do? Note: Be sure all instructional components are addressed.

Direct instruction Review triangle classifications by side and angle. Give pairs of students a set of either similar or congruent triangles. Color code 2 corresponding angles. Have students measure the angles. Continue with all three angles in the triangle. Ask students what patterns they see emerging with respect to angle measurements/classifications.

Cooperative groups/manipulatives/problem solving In small groups, give students different triangles. Measure the angles with a protractor Write each angle measure on the triangle. Rip off each angle, put them together to see how many degrees total in the triangle. Repeat with a different set of triangles. What do you notice now? (The sum of the interior angles of a triangle is 180°)

In pairs Construct large triangles.

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Label two of the angle measures. Share with another group. Second group writes a plan for how to figure out the measure of the third angle. Share triangle and plan with third group. Using the plan you were given, determine the third angle.

Direct instruction Review work, process. What do they notice now? Write a rule for the sum of the interior angles of a triangle (equal 180°) When given 2 angle measures, list strategies for determining the third angle.

Modifications and differentiation: What will students struggle with? What will I do to be proactive? Note: Be sure all students are taken into account.

As dictated by current students.

Homework

*The level of detail required is determined by the ability of another teacher’s ability to follow the plan.

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Curriculum Development Rubric

Component Unsatisfactory Developing Proficient Distinguished Outcomes & Alignment with NYS Learning Standards & District Blueprints

The alignment with NYS Learning Standards and NCSD Blueprints is contrived, superficial, or difficult to determine The learning opportunities and assessments appear to be unrelated to the standards and blueprints.

The alignment with NYS Learning Standards and NCSD Blueprints is not explicit but can be inferred. The learning opportunities and assessments are partially related to the standards and blueprints.

The alignment with NYS Learning Standards and NCSD Blueprints is clear and explicit but is not embedded in the learning opportunities for students. The learning opportunities and assessments are directly related to the standards and blueprints.

The alignment with the NYS Learning Standards and NCDS Blueprints is clear and explicit throughout the unit. The learning opportunities and assessments are directly related and clearly supportive of students' attainment of the standards.

Assessment A plan for assessing student learning is not evident. There is no plan to monitor student learning, assessment is limited to the end of the unit.

The plan for student assessment is not aligned with the instructional outcomes and includes criteria that are not entirely clear.

The plan for student assessment is aligned with the instructional outcomes with clear assessment criteria that are communicated to students. Formative assessments drive instruction.

The plan for student assessment is fully aligned with the instructional outcomes, contains clear assessment criteria that are not only shared with students but also show evidence of student participation in their development. Students monitor their own progress in achieving the outcomes. Assessment is both formative and summative.

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Component Unsatisfactory Developing Proficient Distinguished Critical Thinking The unit focuses

exclusively on recall, comprehension and basic application of knowledge and skills.

The unit focuses primarily on recall, comprehension and factual knowledge acquisition, although it includes one or more questions or activities that require higher order thinking.

The unit addresses all levels of thinking in a sequential fashion, moving from basic to higher order thinking.

The unit integrates the use of basic and higher levels of thinking through learning experiences that naturally call for a combination of skills and forms of knowledge.

Differentiated Instruction

The unit shows no attempt to acquire knowledge of students’ backgrounds, skills, learning styles, or interests.

The unit builds in an acknowledgement of students' backgrounds, skills, learning styles, and interests, and uses this knowledge in the delivery of the unit.

The unit uses knowledge of students’ backgrounds, skills, learning styles, and interests to address groups of students.

Unit demonstrates thorough knowledge of all students’ backgrounds, skills, learning styles, and interests, and consistently uses this knowledge to address individual student learning.

Academic Rigor The unit lacks rigor. It aims at enabling students to recall isolated, concepts, skills and/or facts.

The unit enables students to develop a basic understanding of a concept, problem, and/or skills.

The unit enables students to develop an understanding and use of knowledge and skills acquired related to a theme, problem, or issue.

The unit requires students to engage in a thorough exploration of a theme, problem, issue, or question by emulating professionals in the area in question.

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Component Unsatisfactory Developing Proficient Distinguished Technology Integration

Use of technology in this unit is contrived or misapplied. Outcomes may be better met without technology.

Technology is used by the teacher primarily as a presentation tool.

Technology integration requires higher order thinking and problem solving by students. Students are engaged.

Students use the technology to explore concepts and skills through higher order thinking and problem solving.

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Choosing Textbooks NCSD recognizes that for good instruction to occur all elements over which we have control need to be addressed. We need to provide a safe and nurturing environment, teachers who are current and effective, and instructional materials that are aligned to our district blueprints and the NYS Learning Standards and assessments; keeping in mind that curriculum drives textbook selection. Textbooks do not drive the curriculum. To this end it is essential that we provide a protocol for the procurement of quality textbooks. Textbooks include class sets of textbooks, novels, and supplemental instructional materials, and software. If you are in doubt, consult your building administrator. The following approach should aid in the selection and purchasing of supplemental instructional materials. Note: Ordering additional copies or workbooks for an already approved textbook do not require this process. New editions of a textbook require this process if they are tied to curricular revisions. Textbook selections will be made according to the Curriculum Development Cycle. Please date each step as it is accomplished and have it initialed by the appropriate party. Submit this completed form with your proposal to your building administrator. Teacher(s):_____________________________________ Department:_______________________________ Textbook Need:_________________________________ Building:__________________________________

_____1. Develop a grade level/department team to collaborate on the needs assessment and textbook selection process.

_____2. Submit to the building administrator a letter of intent to pursue a new textbook, including reasons for acquiring new book such as outdated, worn or change in curriculum. This should be done by December 1st. _____3. Meet with Director of Instruction & Staff Development to review process for textbook acquisition.

_____4. Review criteria for selection of new textbooks (rubric attached).

Note: Availability of alternate formats as designated in section 200.2 of the Regulations of the Commissioner amended to implement Chapter 377 of the Laws of 2001. As a result of Chapter 377 and the implementing regulations, each board of education (BOE) and each Board of Cooperative Educational Services (BOCES) must establish a plan to ensure that every student with a disability who needs his or her instructional materials in an alternative format will receive those materials at the same time that they are available to non-disabled students. Effective May 16, 2002

_____5. Examine 3 or more possibilities.

_____6. Make a choice based on the criteria set in the Rubric for Textbook Selection. Review choice with Director of Instruction & Staff Development and Department Chair.

_____7. Submit a proposal to your building administrator and a copy of the book chosen. When ordering a book, make sure you include teacher’s editions and student copies for AIS and Special Education Teachers that support your curriculum.

http://www.vesid.nysed.gov/specialed/publications/policy/afatt3.htm�

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Rubric for Textbook Selection

Title: Reviewer:

3 2 1

Readability Reading Level:_______

At instructional level appropriate for the audience with some sections of text varied to challenge students Print size is appropriate for audience

At instructional level appropriate for the audience Print size is appropriate for audience

Not appropriate for the audience Print size is not appropriate for audience

Format • Table of Contents • Glossary • Index • Sequence of units and

chapters • Charts, tables, graphs,

pictures, etc.

Format is exceptionally complete and concise Units and chapters always connect and enhance the content Charts, tables, graphs, etc. are high quality and enhance the text as appropriate

Format is complete and concise Units and chapters have continuity Charts, tables, graphs etc. are present and support the content

Format is not complete or clear and concise Lack of continuity between chapters and/or units Charts, tables, graphs, etc. do not enhance the content or are not present

Content • Units/Chapters • Questions at the end of

chapters and units • Subject Matter

N/A

All chapters and units are aligned with New York State standards, core curriculum, and district blueprints Content is rigorous, complete, and developmentally appropriate Meets the needs of all learners Questions are written at all levels of comprehension

Most chapters and units are aligned with New York State standards, core curriculum, and district blueprints Content is adequate Meets the needs of most learners Most levels of comprehension questions are used

Few chapters and units are aligned with New York State standards, core curriculum, and district blueprints Content is not all encompassing, thorough, or developmentally appropriate Meets the needs of some learners Questions are mostly literal level

Supplemental Instructional Materials

• CD-Rom • DVD • Teacher Resource

Books • Library/Media Resources • Web Quests • Internet Connections • Primary Sources N/A

Provides a wealth of well-developed supplemental instructional materials at or above grade level to enrich/support the book’s content

Provides adequate supplemental instructional materials at grade level to support the book’s content

Provides limited supplemental instructional materials to support the book’s content

August 2006 Readability Resource

1. Flesch-Kincaid http://www.standards-schmandards.com/exhibits/rix/ 2. Fry’s Readability Graph and More http://school.discovery.com/schrockguide/fry/fry.html

http://www.standards-schmandards.com/exhibits/rix/�

http://school.discovery.com/schrockguide/fry/fry.html�

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Summer Curriculum Work

The District supports summer curriculum development. Teachers may submit a proposal in one of the following areas. Proposals must be approved before the work is completed. Proposals that include teams of teachers including special education teachers, AIS teachers and librarians as collaborators are encouraged. Completed work must follow the subsequent guidelines:

1. Completed work must be the work from the original proposal. 2. Completed work must follow all of the guidelines as defined by this handbook.

3. Curriculum development should be guided by the Curriculum Development Rubric.

4. Completed work must be submitted electronically to the Director of Instruction and Staff Development.

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SUMMER CURRICULUM PROPOSAL

Name: __________________________ Date Submitted: _____________________ Purpose: ___Curriculum Development ___Unit Writing ___Material Selection ___Team/Grade Level Planning ___Assessment Development Core Practice Focus (What core practice will you focus on incorporating into this work?): ___Literacy Development ___Critical Thinking ___Cooperative Learning ___Collaborative Teaching ___Technology Integration ___Differentiated Instruction ___40 Developmental Assets ___Classroom Management Plan: ____________________________________________________________________________________

How does this plan match up with the district’s blueprints and the NYS core curriculum? How will it benefit the students? What data supports the need for this work? What will the final product look like? Name Title _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ Work Date(s):_________________________________ ___________________________ _______________________________________ Supervisor’s Signature & Date Director of Instruction & Staff Development & Date

For Office Use Only # of Teachers: __________ Cost/day: __________ # of Support Staff: __________ Cost/day: __________ Total Cost: __________ Funding Source: __________ Date of Completion: __________