K12 Online School Recommended Browsers OLS

1 TABLE OF CONTENTS

PAGE CONTENT NOTES 3 Supply List and Choice Academy staff information 4 How to read and use this packet Caring Adult Information – Information on the importance of a caring 5 adult at home. 8 Fuel Education Summit Curriculum Information 9 Logging on to Middle and High School courses 10 Training Library information and links for middle and high school students and families 11 Logging on to Elementary courses Training

Training Library information and links for kindergarten through 5th 12 grade students and families LEARN: Day in the life of a student, sample lessons, student demo 15 account Detailed Fuel Education Summit Curriculum Information – Most all 16 courses are labeled Summit. We are providing families information on the design of Summit courses. Any questions a family might have about content will be answered in this document. Additional informational tools in a hardcopy format: 28 • Peak Brightspace System Requirements – This document outlines in home technology requirements. • Online Learning System (OLS) Parent Orientation Resource 32 Guide – This document helps families become familiar with operating in an online environment • Learning Coach Landing Page Overview – A key document for 39 elementary Learning Coaches. It outlines everything you need to know how to do to keep your student engaged and on track with their studies. • Elementary English Language Arts Program Overview – Here 40 is a good resource to help with understanding the content and flow of Language Arts classes. • Elementary Math Program Overview - Here is a good 74 resource to help with understanding the content and flow of Math classes. 97 • Service Cloud Access – This document outlines how to access HELP. Fuel Education has a virtual Help Desk. 101 • Stride Student Toolkit - 111 • Stride User Guide • •

2 Supply List for Home:

• Adequate technology – See table of contents for information location pertaining to Fuel Education technology recommendations. • Memory stick – several gigabits (especially if you are enrolled in a digital media heavy course) o Always back up and/or save a copy of your work! • Hardcopy or digital planner/calendar. Pacing Guides and calendars are embedded in most courses and are an excellent way to be organized and stay on track with your courses. • Download Office 365 from NKSD website. You will most likely need to use these tools during the course of the year. • 3 ring notebook with dividers for each class and loose leave, lined paper. Or, some other notebook organization materials. • Documentation for: o user names and passwords for Skyward, Peak (Fuel Ed), and computer access. . Skyward: • Username:______• Password: ______. Access to online courses: • Website: https://peak.getfueled.com/#login • Username: ______• Password: ______. Computer Access: • Username: ______• Password: ______. Fuel Education Service Station: • Username: ______• Password: ______o Mentor Teacher and instructors email addresses and phone numbers. . North Kitsap Online Academy: Staff to be determined at the time of publication of this document . Choice Academy: • Principal: Penny Therrien, 360-396-3570, [email protected] • Counselor: Pat Jensen, 360-396-3578, [email protected] • Mentor Teacher/Instructor: Terrye Sneed, [email protected] • Mentor Teacher/Instructor: Abby Burke, [email protected] • Mentor Teacher/Instructor: Jodi Williams, [email protected] • Mentor Teacher/Instructor: Theresa Rose, [email protected] • Instructor: Holly VanWeezendonk, [email protected] • Instructor: Marja Bjarnson, [email protected]

3 How to read and use this packet.

1. Each new section of the packet starts with a blue text box. The content of the text box gives you the title of the sections and a preview of information contained in the section.

2. The first 10ish pages are critical to read. Users will have a much better understanding of how to navigate Fuel Education courses. Reading once and then re-reading while logging on and proceeding to coursework is a good method to follow.

3. There are many links contained in the packet. Links are blue, underlined, and look like a website address. Most links go to training videos that are rich in content and easy on the eyes and brain. Video content is appropriate for target ages, grades K-5 and 6-12.

4. All pages after 10ish are for reference. You can read them now, or refer back to them when needed.

4 It takes a village. The following brochure speaks to the kind of in-home support students may need as they navigate and operate in the online learning world.

5 Training and Support to Prepare Caring Adults for Online Learning Success

It takes a village.

Now more than ever, school districts, parents, and families recognize the urgent need to support learning at home and in the many different environments where your child may be learning this school year—in a childcare setting, at a grandparent’s house, or elsewhere. K12 Learning Solutions is here to help support the caring adults in a child’s learning journey.

The Role of the Caring Adult Your school or district has partnered with K12 Learning Solutions to provide online learning services for your student this school year, along with support for the caring adults who will help facilitate learning in the variety of settings where it may take place.

K12 training, made available through your district, will provide access to a wide range of support resources to help prepare you as a caring adult with an important role in your student’s learning.

Rest assured that the K12 Learning Solutions curriculum your child will be using is easy to navigate and includes student-centered, adaptive online activities that will help deliver immediate feedback to you and your student. This feedback will equip you to support your child as he/she works through the content and practice activities.

6 What does the Caring Adult do? As a caring adult you will act as the learning coach for the child. This role is often filled by parents, grandparents, childcare providers, and others. In this role, the caring adult supports learning outside of the traditional school setting to help make student success a reality.

Exactly what this looks like varies from child to child. How much assistance is needed generally depends on the child’s grade level and their ability to complete work independently. Typically, in this role, you will:

• Assist with lessons or support students working independently • Check for understanding • Support and encourage learning • Track attendance • Communicate with teachers

Engage As you get started in supporting your child’s online learning, we provide you with access to Engage, a hub of resources to support you as a caring adult and learning coach. To help you feel prepared and confident, not overwhelmed, Engage provides:

• Checklists and resources for your learning platform • Calendar of events • Parent network to keep in touch with other families • Contact and FAQ database

JOIN THE ENGAGE Be prepared. Be confident. Be excited. PARENT NETWORK TO Feel supported. CONNECT WITH OTHER CARING ADULTS WHO ARE Ready to learn more about your role as LEARNING COACHES FOR a caring adult? Speak to your school THEIR STUDENTS. principal, guidance counselor, or other school staff for questions.

7 Fuel Education Summit Curriculum: The below information addresses questions about Fuel education curriculum. Click on the link and watch the video to learn more. https://resources.fueleducation.com/videos/video-reaching- new-heights-with-summit-curriculum-3

View our video to re-imagine the online learning experience to meet the needs of 21st-century students. We will demonstrate how Summit™ curriculum is flexible, mobile, and continuously evolving and adapting to each student’s strengths and weaknesses delivering individualized instruction paths that provide the support students need, when they need it.

View the video to see:

• Rich, engaging, and interactive content • Differentiated instruction opportunities for all students • Powerful tools and analytics to effectively drive instruction • Mobile and accessible experience to support learning anytime, anywhere

8 Logging on to Middle and High School accounts/courses: Below is a visual representation of the main log in page for middle and high school students and families. It is a good idea to bookmark the page for easier access in the future (see the red circle below). Make sure you have your usernames and passwords available at all times.

Bookmark this page

Once you are logged in, you should see a page similar to what you see below. It is called a Landing page. From here, you will select the course you want to work on. Click on that icon….

9 Training Library Information for Middle and High School: Below is information for families. You will need to click on the below link and access the next set of links under the “STUDENTS-PARENT SUPPORT” ribbon. We highly recommend you access all information and videos to familiarize yourself with the Fuel Education platform. Click on the link immediately following this paragraph to reach the “STUDENTS-PARENTS SUPPORT” page. http://client.getfueledservices.com/FuelEdTrainingLibrary/6-12- platform.html

The visual representations below are part of what you will see when you click on the above link.

10 Logging on to Elementary accounts/courses: Below is a visual representation of the main log in page for elementary students and families. It is a good idea to bookmark the page for easier access in the future (see the red circle below). We suggest keeping your username and password available at all times.

Below is a visual representation of the Homepage an elementary student will see after logging in. At this point, continue to the next section of this user guide and participate in viewing the training videos. It is highly recommended that parents, Learning Coaches and students view all training videos.

11 Training Library Information for Elementary: There are theww sets of resources for students and families. The first one directly below this box is one resource considered to be a quick learning tool. Click on the link immediately following this paragraph to reach K-5 Guardian Overview.

The visual representations below are what you will see when you click on the above link. http://client.getfueledservices.com/PEAKK5/index.html

Training Library Information for Elementary: Below is the second resource for families and students considered to be more extensive information. Once you click on the below link, 12 you will need to scroll down and access the links under the “STUDENTS-PARENT SUPPORT” ribbon. We highly recommend you access all information and videos to familiarize yourself with the Fuel Education platform. Click on the link immediately following this paragraph to reach the “STUDENTS-PARENTS SUPPORT” page.

The visual representations below are what you will see when you click on the above link. http://client.getfueledservices.com/FuelEdTrainingLibrary/k-5- platform.html

Training Library Information for Elementary: Below is a third resource designed for Learning Coaches. The below link, will take you directly to the training page.

13 The visual representations below are what you will see when you click on the above link.

https://getfueledservices.com/client/OLS/LCOverview/homepa ge-navigation.html

14 LEARN: If you want to know about the typical day in a life of an online student, have access to sample lessons, and practice in a demo account, then read further.

Student Experience: With K12’s personalized approach to education, every student’s experience is different. Want to see what a typical day looks like for K12-powered students? Day in the life of a student: https://dil.k12.com/ Lesson Samples: Explore the sample lessons from kindergarten through eighth grade below to get a feel for what an online lesson is like. Click here K-8 to explore Lesson Samples.

Student Demo Account: Access to a general K5 Demo account by going to K12.com. Username and Password for the demo account is ESS3Student. Access to a general MS Demo account by going to K12.com Username and Password for the demo account is ESS7Student

Middle & High School Student Homeroom

15 Most all courses available to students are labeled Summit. Please read the information below and learn about the design, structure, and tools associated with Summit.

Summit is a dynamic curriculum with built-in tools that adapt each lesson to support individual learning. The consistent course structure lessens the learning curve and up-front time so students can quickly get the help they need. And, because the curriculum was designed for use in most implementation models, Summit will fit your classroom. Take a look below to learn more about Summit’s: • Consistent course structure • Implementation models • Intentional design for all learners • Lesson structure

16 Uses a Consistent Structure Across Summit Courses Summit is organized into activities that are grouped to make lessons. Lessons are grouped to make up units, and units are grouped to create a semester. Graded and ungraded assessments are built in throughout the content—not just at the end of each unit.

17 Provides Flexibility for Implementation in a Variety of Learning Models Summit curriculum is intentionally designed to support every classroom—from traditional to modern and everything in between. We can help you to determine which learning model fits your needs―and work with you to develop an implementation plan to ensure your program’s success.

Features Built-in Tools to Support All Learners 18 Designed with built-in support for struggling learners, English learners, and students with special needs, Summit scaffolds instruction and practice so every learner can progress. The curriculum features tools like translation support for more than 65 languages to help English learners access grade-level content.

Provides an Insightful Lesson Structure

19 The Summit curriculum is built on an instructional model that is insightful and intuitive and adjusts to each learner. Summit delivers content and provides the additional support students need, when they need it. Note: Functionality varies by subject.

20 Summit balances conceptual understanding with procedural fluency in math and a blend of reading, writing, listening, and speaking in English Language Arts.

Summit embeds test prep within courses at the point-of-need, so instruction and assessment are coordinated for maximum impact.

Take a look below to learn more about how Summit: • Combines content aligned to standards with skill-building activities • Helps students become independent thinkers • Builds procedural and conceptual skills

Balances New Content with Skill-Building Activities Summit brings integrated instruction to your classroom balancing the delivery of new content with skill-building activities to give learners exactly what they need, when they need it.

Watch this demonstration video: https://youtu.be/XlatUDh8J-Y

Helps Students Become Independent Thinkers In Summit English Language Arts, students develop reading, writing, speaking, and listening skills to help them become independent thinkers, readers, and writers. Lessons integrate the critical thinking skills students need for success in learning and life.

Helps Students Build Problem-Solving Skills Summit Math provides a balance of conceptual understanding and procedural fluency. By exposing students to math concepts frequently throughout each lesson, students develop an understanding of mathematical ideas and are better able to

22 transfer their knowledge and apply procedures accurately and efficiently to different problems and contexts.

23 Summit targets each student’s knowledge and skills gaps with an intuitive learning experience that is insightful and intentional.

Click below to see how Summit provides: • Intuitive framework to deliver insightful instruction • Frequent assessments • Point-of-need data

Helps Students Take Ownership of Their Learning The student dashboard makes it easy for students to see where they are in the course, and what they need to do to stay on track—or get back on track—to grade level. An embedded "Help Me" tool serves up recommended supplemental activities for students seeking additional support.

24 Uses Frequent Formal and Informal Assessments to Measure Proficiency Students are assessed on skills to measure their mastery of concepts and help prepare them for state and other high-stake exams.

25 Provides the Data Teachers Need to Help Learners Succeed Dashboards and reports make it easy for teachers to see how the class is doing as a whole—as well as how each student is progressing in specific assessments, and how they are performing by objectives and proficiencies. Teachers use this data to provide targeted instruction.

26 27 System Requirements PEAK, Brightspace

CONTENTS (click to jump to) DESKTOP/LAPTOP OPERATING SYSTEM ...... 1 BROWSERS ...... 1 HARDWARE ...... 1 BROWSER CONFIGURATION ...... 2 SOFTWARE ...... 2 TABLET AND MOBILE SUPPORT ...... 2 Known Issues with iOS ...... 2 Where do we use IFrames? ...... 2 BANDWIDTH RECOMMENDATIONS ...... 2 CHROMEBOOKS...... 3

DESKTOP/LAPTOP OPERATING SYSTEM • Windows 7 or higher • MacOS X 10.11 or higher

BROWSERS • Google Chrome (latest version)

NOTE: Chrome's latest versions are getting more and more aggressive in disabling Flash which causes significant issues with Flash-laden content. If possible, users should use another supported browser – either Firefox or Edge. • Mozilla Firefox (latest version) • Microsoft Edge (latest version)

NOTE: Internet Explorer is no longer supported. Users not on Win10 / Edge should use the latest version of Firefox or Chrome instead of Internet Explorer of any version. • Safari (latest version)

HARDWARE • Audio output device with microphone input • Minimum display resolution of 1024x768

BROWSER CONFIGURATION • Cookies: enabled • JavaScript: enabled • Adobe Flash: enabled • Popups: enabled

SOFTWARE • Java Version 8 • PDF reader/editor (installed or enabled depending on browser) • Adobe Flash (installed or enabled depending on browser)

TABLET AND MOBILE SUPPORT Device Operating System Browser Supported Version Android™ Android 5.0+ Chrome Latest Apple iOS® Safari, Chrome Chrome: Latest version for the iOS browser. (See Known Issues below.) Windows Windows 10 Edge, Chrome, Firefox Latest of all browsers, and Firefox ESR

KNOWN ISSUES WITH IOS iOS does not support all content gracefully. When HTML content is embedded within a website in what’s known as an IFrame (or Inline Frame), iOS will sometimes have issues interacting with the content (such as scrolling within the frame).

WHERE DO WE USE IFRAMES? • Within many of our courses on Brightspace, Online Middle/High School and OLS. Please see the full list of impacted courses. • Help Me (includes Stride, Kahn Academy, YouTube, etc) • Big Universe eBook

BANDWIDTH RECOMMENDATIONS FuelEd has robust internet connections in all data centers. FuelEd operating systems will use anywhere from 50kbps to 250kbps of bandwidth (depending upon the lesson content). When the student launches into a lesson the page, picture and sound files are being pulled to their temporary content folder. While the student is looking at that page, it is cached, and zero bandwidth is being utilized until they click to load the next page. Back to Top

2 PEAK/Brightspace System Requirements

CHROMEBOOKS Please check specific course content requirements and review the following article for compatibility: Chromebook Compatibility

For more detailed information on Brightspace system requirements, please click here.

3 K12 Online School Recommended Browsers OLS

The following browsers and operating systems are compatible with the K12 Online School (OLS):

PC – OPERATING SYSTEM: WINDOWS 7+ • Firefox (latest + ESR) • Chrome (latest) • Edge (latest)

K12 issued laptops only: For SY19/20 is Windows 10 based with default browser of Chrome and the Flash Enabler extension pre-installed.

MAC – OPERATING SYSTEM: OS X 10.11+ • Firefox (latest + ESR) • Chrome (latest) • Safari (latest)

NOTE: To help ensure the best user experience, we strongly encourage accessing using the latest version of the selected browser.

Learning Coaches This guide provides an orientation for Learning Coaches to the Online School (OLS). All courses for students are loaded into the OLS and lessons and assignments can be found in the OLS.

CONTENTS (click to jump to) OLS OVERVIEW ...... 2 Announcements ...... 2 All School Announcements ...... 2 Teacher Posted Announcements ...... 2 K12 Curriculum Announcements ...... 3 Today’s To Do List ...... 3 Quick Links ...... 3 Class Connect Sessions ...... 3 Contact Our Teachers ...... 3 My Info ...... 3 Study Island ...... 3 Grolier’s Encyclopedia ...... 4 Noodleverse ...... 4 My Students ...... 4 Plan Tab ...... 4 Progress ...... 4 Courses ...... 5 Messages ...... 5 Community ...... 5 Help ...... 5 ACCOUNT SETTINGS AND RESOURCES ...... 6 My Account ...... 6 Creating a Student Account in My Account ...... 6 Creating a Student Account (After First Login) (alternative) ...... 6 Change User ...... 6 DAILY ROUTINE FOR LEARNING COACHES ...... 7

Parent Orientation Resource

OLS OVERVIEW The OLS is the starting point for courses in kindergarten through eighth grade. Highlighted are important areas which help with daily school activities.

ANNOUNCEMENTS Announcements are posted for the learning coach (LC) and student in their OLS accounts. Several types of Announcements can be posted to the OLS. Make sure to keep up with school news and updates by reading the announcements often.

ALL SCHOOL ANNOUNCEMENTS All School Announcements are provided to the LC and student via the school administration. The Announcements posted here could concern anything from updated school Calendars to all-school assemblies.

TEACHER POSTED ANNOUNCEMENTS Teacher Posted Announcements are provided to the LC and/or students assigned to the Teacher Homeroom or Course Classroom. They may cover items such as field trips, class parties, or a family emergency causing the instructor to cancel a Class Connect session.

Parent Orientation Resource

K12 CURRICULUM ANNOUNCEMENTS K12 Curriculum Announcements are created and provided by K12. These Announcements are sent to all schools using the K12 curriculum. They can range from new K12 Apps which match the courses a student is enrolled in to upcoming contests.

TODAY’S TO DO LIST TODAY’S TO DO LIST provides the LC with alerts and upcoming items. LCs can also quickly record attendance through this area. Advance Prep is a feature that allows LCs to plan ahead.

QUICK LINKS Quick Links provide access to frequently used links.

CLASS CONNECT SESSIONS Class Connect sessions provide instructors the ability to meet with their students virtually. Some programs require instructors to teach or tutor via Class Connect. Often, these sessions are recorded by the instructor and later posted to student’s Daily Plan or Weekly Plan according to the day it was recorded.

CONTACT OUR TEACHERS Contact Our Teachers allows students or LCs the ability to email their instructors.

MY INFO My Info is an area in which an LC can track material shipments, create student accounts, and access Class Connect sessions.

STUDY ISLAND Study Island is an optional resource many schools use for test prep. Please check with the school for access to this feature.

Parent Orientation Resource

GROLIER’S ENCYCLOPEDIA Grolier’s Encyclopedia is available as a Quick Link, but can also be found in many lessons.

NOODLEVERSE Noodleverse is a fun and exciting game that helps reinforce topics from Language Arts courses, kindergarten through third grade. NOTE: Only available for students in kindergarten through third grade.

MY STUDENTS The My Students area is the center of the OLS. This lists all students associated with a particular LC. Each student area has links to Daily Plan, Weekly Plan, Progress, Courses, and Lessons which provide short cuts to areas in the OLS to find assigned work to be completed.

PLAN TAB The Plan tab displays areas that drive the daily or weekly lessons for each student. The Plan includes a list of Class Connect sessions available. Materials for Today and Advanced Prep are also available. These features provide a list of books or materials needed for each lesson. Advanced Prep is helpful in planning out the day or week. Attendance in the OLS can be recorded through the Plan tab as well as at the end of lessons.

Selecting any of the blue links in the Daily Plan or Weekly Plan will load the student’s lessons for that day or the entire week. Please note that students in grade 3 and up should have usernames and passwords. The LC account has access to many of the Answer Keys and should be kept separate from student access. Please keep the LC username and password secure.

PROGRESS Progress tab is where the progress a student is making in any particular course can quickly be evaluated. The darkest color represents a student achieving 80% or better in a lesson assessment or completing a lesson that does not have an assessment. This is called Mastery. The next color represents assessments that have not been taken or the assessment has not been mastered or Not Mastered. Students with this light color need to go back and retake an assessment or take for the first time.

Parent Orientation Resource

To retake an assessment, select the course, select the Not Mastered tab, and then select Lesson Assessment. The screen that loads will have the option to Retake Assessment. The LC’s password is required for all student assessments. All LCs should monitor assessments and answer the adult questions, where necessary. Making adequate progress each week (2–3%) will help complete all curriculums by the end of the school year.

COURSES All courses assigned to students are listed in the Courses area. Each student enrolled will have his/her set of courses in this list.

MESSAGES Please read email daily. The course instructor shares very important messages though this area. Any email sent from an instructor to a student will automatically be sent to the LC.

COMMUNITY Community is where a user can find Announcements from the school or about K12 curriculum.

HELP The Help area provides links to additional orientation, support, and videos. One very good resource here is the OLS Quick Tours. These videos are great refreshers or trainers on the various areas of the OLS.

Additional Quick Tours can be found within the OLS. By selecting the Progress tab under Quick Links, users will find a Quick Tour: Progress, as one example.

Parent Orientation Resource

ACCOUNT SETTINGS AND RESOURCES Additional features appear in the top right-hand corner of the OLS screen. These features help maintain usernames and passwords and provide the ability to quickly change from the LC account to student accounts. Users may also track material shipments in this area.

MY ACCOUNT This area is where an LC can create each student’s username and password as well as maintain the LC’s username and password. Under the My Account, LCs can also Track Material Shipments and see a list of Materials by course. NOTE: Check Time Zone Settings to ensure the correct time zone is selected.

CREATING A STUDENT ACCOUNT IN MY ACCOUNT 1. Log into the OLS using the LC Username and Password. 2. Select My Account. 3. Select the student’s Name. 4. Create the student’s Username and Password. 5. Select Save.

CREATING A STUDENT ACCOUNT (AFTER FIRST LOGIN) (ALTERNATIVE) 1. Log into the OLS using the LC Username and Password. 2. Select My Info. 3. Select the student’s Name. 4. Create student’s Username and Password. 5. Select Save.

CHANGE USER The Change User feature allows quick log in to student accounts and then back into a Learning Coach account without the necessity of signing in to each individual’s account. To access a student’s account, select the student name in the box. Once in a student account, an LC must provide his/her password for each assessment and to return to the LC account. NOTE: Leaving the LC account signed in allows a student access to answer keys. Please use Keep Current Session Available wisely.

Parent Orientation Resource

DAILY ROUTINE FOR LEARNING COACHES This suggested routine for an LC may work well for some, while others will have other preferences. It may take time to work out the perfect routine. Keep refining until the best routine for both LC and student (family) is found. 1. Log into the LC account through the OLS (OLS Login) to plan for the school day. a. Use the LC Username and Password login information. b. A school day is 4 – 6 hours. c. The Weekly Plan and the Advanced Preparation sections are helpful tools for the LC. d. Check email / K-Mail daily. 2. Have the student log into his/her account. (Alternatively: Use Change User)

NOTE: Be sure to use student username and password. 3. Select the Weekly Plan or Lesson Shortcut. 4. Select the first lesson for the day. 5. LC and student work together to progress through the OLS lesson. 6. When prompted, enter the LC password into the OLS so the student may take the lesson or unit assessment. When the student has completed an assessment, a screen with a star that says Congratulations the lesson is complete will appear and mark the lesson complete. 7. LC grades student’s handwritten work and answers adult questions when prompted. 8. Repeat steps 5 through 7 for every subject each day in the OLS. 9. At the end of the school day, log back into the LC account and mark attendance.

K12 Summit English Language Arts 3–5 Program Overview

39 K12 Summit English Language Arts 3–5

Summit English Language Arts (ELA) courses for grades 3, 4, and 5 are student-centric and designed to support the depth of knowledge required by today’s standards and high-stakes testing environments. Students’ online work offers trustworthy and actionable formative data, augmented by their offline scaffolded practice in a consumable workbook. With rich content, designed to engage and motivate, and enough practice to support mastery, including time built in for individualized, independent practice, these Summit ELA courses include the tools and technology that students need to succeed in a blended learning environment. The course components encourage independent learning, with the Learning Coach positioned to enrich the learning experience.

Course Components

Online Lessons The online lessons provide the core instruction and multiple opportunities for practice in the Summit ELA 3–5 program. For example:

• Instruction in reading, writing, word study, spelling, and handwriting (grade 3) is woven into a predictable instructional model that grounds students in what to expect. • Practice with speaking and listening skills is embedded into the courses through opportunities for students to present work they’ve done, as well as through opportunities to reflect on and respond to information presented verbally. • Consistent format and approach using technology-enhanced item types for both instruction and assessment challenge students to use higher-order thinking skills throughout, reducing the cognitive load during exams.

ENGLISH LANGUAGE ARTS 3–5 2 40 • A planned progression of vanishing scaffolding moves students from guided to independent practice. • Layers of formative assessment equip teachers with the data needed to inform intervention. • Automated scoring and instant feedback, with suggested tips to guide students to mastery, enhance the assessment experience. • Differentiated learning experiences help personalize learning. • Students apply their reading analysis skills through the use of leveled texts. • Students who exhibit common errors are offered opportunities for relearning right at the point of use in a lesson, catching misunderstandings or misconceptions as they begin to form. • Students get individualized, independent practice using Stride. • Clear, concise, and measurable learning goals establish purpose and focus learning. • Games offer engaging review and practice opportunities. • Students have access to a leveled e-book library, Big Universe, with thousands of fiction and nonfiction texts available. The interactive courses are supported by rich print materials. Contemporary literature, timely and engaging nonfiction, and a vast digital library entice the student-readers and offer a variety of reading experiences.

Lesson Guide Each course is accompanied by a Lesson Guide that makes it quick and easy for Learning Coaches to understand each lesson at a glance—without logging in. The Lesson Guide provides an overview of a lesson’s content, activities, and materials; answer keys for activity book pages; alerts when special Learning Coach attention is needed; and other features to aid the Learning Coach in supporting students.

Activity Book Each Summit ELA 3–5 course includes a consumable activity book where students can put pencil to paper on a daily basis. Key activity book feature include: • Activities that require students to write explanations, analyze and reflect on readings through extended responses, and work through the writing process, from brainstorming to publishing. • Custom drafting paper with built-in space for revision marks. • Spelling pretest pages that double as study aids. • Spelling activity bank pages that offer students choice in how they practice their spelling words. • Full-color pages with adequate space for answers.

PROGRAM OVERVIEW 41 3 Reading Materials Summit ELA 3–5 courses provide students with a rich selection of reading materials, offering diverse perspectives through both classic and contemporary readings in fiction and nonfiction. A variety of print and digital formats are offered.

• Expeditions in Reading: This collection of fiction and nonfiction selections is provided in both print and digital formats. Selections are brought to life through full-color illustrations and photographs. Select words and phrases are defined to support comprehension. • Trade books: Students receive printed copies of contemporary, high-quality trade books that span genres from traditional chapter books to graphic novels. • Nonfiction magazines: One full-color magazine is included with each course and focuses on high-interest topics, such as cryptocurrency and why the Leaning Tower of Pisa hasn’t fallen over. • Big Universe: Access to Big Universe, a leveled e-book library, is built into each course. In Big Universe, students have over 14,000 fiction and nonfiction texts from more than 40 publishers on countless topics at their fingertips, supporting both differentiated and independent reading.

Course Structure

Summit ELA 3–5 courses use a well-balanced approach to literacy that connects reading, writing, grammar, vocabulary, spelling, and handwriting (grade 3) into one integrated course. Dedicated time for keyboarding practice is also included. The courses are designed to lead students through concepts based on current state and national standards. The material is structured to fit a typical 180-day school year, but it can also be adapted to fit individual needs. Each course comprises 12 units. Units are divided into a series of workshops, which are in turn divided into daily lessons. Each unit contains workshops that center on one major focus (reading, writing, or word study) for instruction and reinforcement of big ideas. Each workshop type also includes elements of the other two, as well as spelling activities, for daily exposure and to maintain a connection among the content. Each unit has one or more reading workshops, one type of writing workshop (for example, Writing Skills, Planning and Drafting, or Revising and Publishing), and one word study workshop. Each workshop ends with a day or time dedicated to review and a quiz or graded writing assignment, followed by time for independent, personalized practice for remediation and acceleration.

ENGLISH LANGUAGE ARTS 3–5 4 42 Research shows that literacy blocks lasting from 90 to 120 minutes each day improve literacy outcomes. As such, students will spend about two hours a day working with Summit ELA 3–5 (see M. Susan Burns, Peg Griffin, and Catherine E. Snow, eds., Starting Out Right: A Guide to Promoting Children’s Reading Success [Washington, DC: National Academy Press, 1999] and Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds., Preventing Reading Difficulties in Young Children [Washington, DC: National Academy Press, 1998]). A separate Big Ideas lesson appears at the end of each unit, providing cumulative review, practice answering the types of questions commonly found on standardized tests, and synthesis assignments that allow students to connect and apply learning.

UNIT

Big Ideas

W Writing Workshop Reading Workshop Word Study Workshop o W Re rd rit a Study ing ding

Review Lesson Lesson and Quiz

Content Overview Reading, writing, grammar, vocabulary, spelling, and handwriting (grade 3) give students a complete, well-balanced education in English Language Arts. Reading Students read independently in a variety of genres and formats— fiction, poetry, drama, nonfiction, magazines, and graphic novels—to suit diverse tastes. Activities emphasize literal and inferential comprehension, analysis, evaluation, and application. Students have frequent opportunities to write about what they read. Writing and Grammar Students study writing models and then use the writing process to write a variety of compositions. They learn about grammar, usage, and mechanics and apply those skills as they revise and proofread their work. Vocabulary Students grow their vocabulary by learning the meanings of groups of conceptually related words. Vocabulary skills help students read and compose written material.

PROGRAM OVERVIEW 43 5 Spelling Students learn to focus on spelling patterns that are necessary to be fluent, proficient readers, writers, and spellers. Handwriting (Grade 3) Students spend 10 minutes a day practicing cursive handwriting at their own pace. They focus on posture, pencil grip, and proper letter formation.

Lesson Model Overview Reading and writing workshops in Summit ELA 3–5 follow a multiday learning cycle, consisting of an initial lesson, one or more middle lessons, and a final lesson. Word study workshops, however, are each made up of one lesson only. Regardless of length, each workshop follows a consistent, predictable instructional formula expressed as three main sections: Get Ready, Learn and Try It, and Wrap-Up. Reading workshops also contain a Read section, in which students read from the workshop text and answer comprehension questions.

GET READY Get Ready activities introduce and orient the students to the lesson content. Spelling activities are also located in the Get Ready section.

LEARN AND TRY IT Learn and Try It activities include one or more cycles of bite-size instruction and guided practice, followed by opportunities to apply new skills.

WRAP-UP Wrap-Up activities include one or two ungraded questions that serve to gauge students’ understanding as they exit the lesson. These activities may also include independent practice in Stride, independent reading, handwriting (grade 3), and keyboarding practice (grade 5). On the final day of each workshop, the Wrap-Up section is preceded by a graded quiz or graded written assignment.

Initial and Middle Days During the initial and middle days, students learn, practice, and apply the core content. This sequence of activities facilitates the gradual release of responsibility as students progress from explicit instruction, through guided practice, to independent practice and application. Final Day In reading, word study, and writing skills workshops, the final day of the workshop includes a computer-graded quiz based on the workshop’s key objectives. Activities in those lessons prepare students for the quiz. In Planning & Drafting and Revising & Publishing writing workshops, the final day includes a submitted writing assignment—either students’ written drafts or final published writing pieces.

ENGLISH LANGUAGE ARTS 3–5 6 44 INITIAL DAY MIDDLE DAYS FINAL DAY

Lesson Introduction Lesson Introduction

Spelling Spelling

Read & Record Read & Record (Grade 3; Semester A) (Grade 3; Semester A) Lesson Introduction GET READY 60-Second English Reading Foundations (Grades 4 & 5) (Grade 3; Semester A)

Reading Foundations Recall (Grade 3) or Look Back

Before You Read Before You Read Read & Record (Grade 3)

Read Read READ Check-In Check-In

LEARN LEARN TRY IT Activity Book

TRY IT Guided TRY IT Guided Read & Record

READING WORKSHOP (Grades 4 & 5) LEARN AND TRY IT Apply TRY IT Apply Review TRY IT TRY IT Activity Book TRY IT Activity Book

TRY IT Vocabulary TRY IT Vocabulary

Reading Quiz QUIZ Spelling Quiz

Formative Assessment Formative Assessment Keyboarding (Grade 5)

WRAP-UP Handwriting (Grade 3) Handwriting (Grade 3) Stride

Handwriting (Grade 3)

PROGRAM OVERVIEW 45 7 INITIAL DAY MIDDLE DAYS FINAL DAY

Lesson Introduction Lesson Introduction

GET READY Spelling Spelling Lesson Introduction

Look Back

LEARN Grammar, LEARN Grammar, TRY IT Activity Book Usage, and Mechanics Usage, and Mechanics

TRY IT Grammar, TRY IT Grammar, Review: Grammar, Usage, and Mechanics Usage, and Mechanics Usage, and Mechanics LEARN AND TRY IT LEARN LEARN Writing Skills Writing Skills

TRY IT Writing Skills TRY IT Writing Skills

TRY IT Activity Book TRY IT Activity Book

WRITING SKILLS WORKSHOP Writing & Grammar, Usage, and Mechanics Quiz QUIZ Spelling Quiz

Formative Assessment Formative Assessment Keyboarding (Grade 5)

Handwriting (Grade 3) Handwriting (Grade 3) Stride WRAP-UP Go Read! Go Read! Handwriting (Grade 3)

Go Read!

ENGLISH LANGUAGE ARTS 3–5 8 46 INITIAL DAY MIDDLE DAYS FINAL DAY

Lesson Introduction Lesson Introduction

GET READY Spelling Spelling Lesson Introduction

Look Back

LEARN Grammar, LEARN Grammar, Usage, and Mechanics Usage, and Mechanics

TRY IT Grammar, TRY IT Grammar, Usage, and Mechanics Usage, and Mechanics Review: Grammar, LEARN AND Usage, and Mechanics TRY IT LEARN Writing Skills LEARN Writing Skills

TRY IT Writing Skills TRY IT Activity Book

TRY IT Activity Book

Grammar, Usage, and Mechanics Quiz

QUIZ Spelling Quiz

Submit Draft PLANNING AND DRAFTING WORKSHOP Formative Assessment Formative Assessment Keyboarding (Grade 5)

WRAP-UP Handwriting (Grade 3) Handwriting (Grade 3) Stride

Go Read! (Grade 3) Go Read! Go Read!

Lesson Introduction Lesson Introduction GET READY Lesson Introduction Look Back Look Back

LEARN Writing Skills LEARN Writing Skills LEARN Writing Skills LEARN AND TRY IT TRY IT Activity Book TRY IT Activity Book TRY IT Writing Skills

Submit QUIZ Published Writing

Formative Assessment Formative Assessment Keyboarding (Grade 5)

Handwriting (Grade 3) Handwriting (Grade 3) Stride WRAP-UP Go Read! Go Read! Handwriting (Grade 3)

REVISING AND PUBLISHING WORKSHOP Go Read!

PROGRAM OVERVIEW 47 9 SINGLE LESSON DAY

Lesson Introduction GET READY Look Back

LEARN

TRY IT Guided

LEARN AND TRY IT Activity Book TRY IT Go Write! (Grades 4 & 5)

Review

QUIZ Word Study Quiz

Keyboarding (Grade 5) WORD STUDY WORKSHOP STUDY WORD

Stride WRAP-UP Go Write! (Grade 3)

Go Read!

ENGLISH LANGUAGE ARTS 3–5 10 48 Activity Descriptions Within the instructional formula, students will find a variety of pedagogical approaches. This table briefly describes specific activity types in the Summit ELA 3–5 courses.

GET READY Description

Lesson The Lesson Introduction introduces the content of each lesson Introduction within an engaging context. It also presents the learning objectives as student-friendly goals, defines new keywords that students will encounter in the lesson, and lists the key state standards covered in the lesson.

Spelling Spelling activities include pretests, spelling pattern instruction, offline practice in the activity book, online practice activities or games, and graded quizzes.

Reading Reading Foundations activities serve to remind students of basic Foundations reading skills and reading behaviors mastered in earlier grades. The activities cover topics such as advanced decoding skills and various strategies for improving comprehension (grade 3).

60-Second 60-Second English videos get students excited about upcoming English content and prompt curiosity (grades 4 & 5).

Before In reading workshops, Before You Read activities introduce You Read vocabulary from the reading via online flashcards, provide background information to set context for the upcoming reading, and ask guiding questions to help students set a purpose for reading.

Recall In reading workshops, Recall activities prepare students to continue reading by refreshing their knowledge of what they read in the previous lesson.

Look Back In all workshops, Look Back activities provide a quick review of the prerequisite skills that are essential to understanding the new content. Students who struggle with the Look Back should seek additional help before proceeding.

LEARN & TRY IT Description

Read In reading workshops, Read activities direct students to complete an independent reading assignment.

Check-In In reading workshops, Check-In activities evaluate students’ basic comprehension of what they just read. These activities are not graded, but results are visible to the teacher.

Learn In all workshops, initial and middle days include direct instruction via Learn activities. The format of this instruction varies, including guided exploration of a text or writing sample with narrated animation, or video featuring an expert teacher and interactive questions.

PROGRAM OVERVIEW 49 11 Try It Learn activities are followed by a series of Try It activities. Try It activities differ depending on topic and specific purpose, but they all have the general purpose of allowing students to practice and apply what they’ve learned. • Some Try Its guide students through a series of practice questions, offering significant support via contextual feedback based on student answers. Lessons with particularly important concepts may include differentiated guided Try Its. As students work through the activity, they receive targeted feedback depending on how they answer the questions, and struggling students receive reteaching to reinforce the content. • Reading workshops contain Try It activities with the word “Apply” in the activity title. In these activities, students independently apply what they learned in the Learn activity/activities to a new text from Big Universe. • Other reading workshop Try Its allow students to practice vocabulary words from the lesson’s given reading. • Offline Try Its ask students to apply what they’ve learned by completing activity book pages or other writing assignments.

Read and Read and Record activities allow students to practice reading fluently. Record Students record themselves reading text aloud, listen to their recording, and evaluate their reading using a fluency checklist.

Review Before each graded quiz, students review the workshop content either by answering questions or playing a game.

Go Write! In word study workshops, Go Write! activities provide dedicated time for freewriting.

WRAP-UP Description

Formative Initial and middle days of workshops end with a short formative assessment Assessment (those activities with “Questions About” in the activity title). These include one to two ungraded questions that gauge students’ understanding at the end of the lesson. Although the questions are ungraded, the results are available to teachers.

Quizzes Final days of workshops include graded online quizzes and/or graded writing assignments that students must submit.

Keyboarding In grade 5, a Keyboarding activity at the end of each workshop provides dedicated time for keyboarding practice using a keyboarding program of choice.

Stride At the end of workshops, additional independent practice with ELA concepts is provided in Stride.

Handwriting Students work at their own pace for 10 minutes in a handwriting workbook to learn and practice cursive handwriting (grade 3).

Go Read! At the end of workshops, additional independent practice with ELA concepts is provided in Stride.

ENGLISH LANGUAGE ARTS 3–5 12 50 A Balance of Online and Offline Time To enable actionable data and to provide instant feedback to students throughout their learning, Summit ELA 3–5 online activities make up about 60 percent of core lesson time. However, equally critical to learning is that students put pencil to paper. Summit ELA 3–5 courses incorporate a daily offline activity in a predictable place in each lesson sequence. After completing online practice, in which instant feedback can help to address any misunderstandings, students complete an activity in their activity book or continue to work on a longer writing assignment.

PROGRAM OVERVIEW 51 13 Special Features

In addition to the standard units and lessons, Summit ELA 3–5 courses have the following special features.

Big Ideas Lessons A Big Ideas lesson occurs at the end of each unit. These lessons provide students the opportunity to further apply the knowledge acquired and skills learned throughout the unit workshops. Big Ideas lessons consist of these parts: 1. Cumulative Review Students keep their skills fresh by reviewing prior content. 2 Preview Students practice answering the types of questions they will commonly find on standardized tests. 3. Synthesis Students complete an assignment that allows them to connect and apply what they have learned. Synthesis assignments vary throughout the course and include mini-projects, analysis of unfamiliar reading selections, and written responses to prompts. Some of these assignments are submitted for grades.

Choice Reading Projects Each course contains one Choice Reading Project unit. These unique reading workshops are designed to build students’ comprehension and critical-thinking skills as they read a work or works of their choice and complete a related project. Research indicates that opportunities for choice enhance student performance and motivate readers. Students will select a project and corresponding book or books from a bank of options. All but one of the projects will require families to acquire a book on their own. The remaining project option will use a book or books available in Big Universe. To help students make a choice, the online lessons include synopses of the books and descriptions of the related projects.

Embedded Keyboarding Practice On each Your Choice day in all three courses and on the final day of all workshops in the grade 5 course, students will practice their keyboarding skills using an external website or program. Learning Coaches will need to work with students to select an appropriate keyboarding practice website or program; K12 does not specify which resource to use. A few suggestions are provided in the online activity, including a program that is navigable by keyboard and screen reader accessible (made available by the New Mexico Commission for the Blind). Depending on which program is chosen, students may need to set up an account to save their progress. Learning Coaches should assist with this, if needed.

ENGLISH LANGUAGE ARTS 3–5 14 52 Assessments Overview

To ensure students can show what they have learned and to support high academic outcomes, students need exposure to the types of test items they will see on a high-stakes test, as well as instruction that prepares them for the right cognitive level of tasks they will be asked to complete in a high- stakes testing scenario.

Backward Design The Summit ELA 3–5 courses are built following the principles of backward design, as described in Understanding by Design by Grant Wiggins and Jay McTighe, to ensure the instruction is designed with the end in mind. What will students be asked to do to show what they have learned? In crafting both assessments and practice opportunities, authors pay careful attention to the depth of knowledge required by the set standards, are attentive to high-stakes testing formats and content priorities, and use a suite of technology-enhanced item types to ensure students build familiarity every step of the way. Many items on reading workshop quizzes and semester tests ask students to use text-based evidence to support answer choices. In addition, students are asked to apply what they’ve learned to new reading passages they have not seen before. This exposure to “cold reads” provides critical insight into students’ ability to outwardly apply analysis skills versus simply recall what they’ve learned about prior reading selections. While this combination of technology-enhanced item types, evidence-based items, and items that focus on “cold reads” is rigorous, it is this level of rigor that is critical in preparing students for high-stakes tests.

PROGRAM OVERVIEW 53 15 Technology-Enhanced Item Types Technology-enhanced item types provide powerful opportunities for students to demonstrate depth of knowledge and higher-order thinking ability. For this reason, a variety of item types, including drag-and-drop and fill-in-the-blank, are used throughout the courses.

Graded Assessments The Summit ELA 3–5 courses include both online, computer-scored quizzes, and teacher-graded assignments. The breakdown is as follows:

How Many in How Many in How Many in Assessment Type Grade 3? Grade 4? Grade 5?

Workshop Quizzes 44 52 45

Spelling Quizzes 27 27 28

Writing Assignments - Drafts 4 4 4

Writing Assignments - Published 4 4 4

Big Ideas: Mini-Projects 4 4 4 Big Ideas: Critical Skills 4 4 4 Assignments Big Ideas: Responses to 4 4 4 Prompts Choice Reading Project 1 1 1

Mid-Year Assessment 1 1 1

End-of-Year Assessment 1 1 1

ENGLISH LANGUAGE ARTS 3–5 16 54 SUMMIT ENGLISH LANGUAGE ARTS COURSE ASSESSMENTS

UNIT CHOICE END-OF- MID-YEAR READING YEAR Initial Day Middle Days Final Day BIG IDEAS ASSESSMENT PROJECT ASSESSMENT

READING WORKSHOP

Reading Reading Reading Quiz Check-In Check-In computer-scored, computer-scored, computer-scored, graded ungraded ungraded Spelling Quiz Formative Formative computer-scored, Assessment Assessment graded computer-scored, computer-scored, ungraded ungraded

WRITING SKILLS WORKSHOP Mini- Part 1 Project Part 1 Projects computer- computer- Formative Formative Writing Quiz teacher- teacher-scored, scored, scored, Assessment Assessment computer-scored, scored, graded graded graded computer-scored, computer-scored, graded graded ungraded ungraded Spelling Quiz or Part 2 Part 2 computer-scored, teacher- teacher- graded Critical scored, scored, Skills graded graded PLANING AND DRAFTING WORKSHOP Assignments computer- and teacher-scored, Formative Formative Rough draft graded Assessment Assessment teacher-graded computer-scored, computer-scored, assignment ungraded ungraded or Spelling Quiz computer-scored, Responses graded to Prompts teacher-scored, REVISING AND PUBLISHING WORKSHOP graded

Formative Formative Published Assessment Assessment Writing computer-scored, computer-scored, teacher-graded ungraded ungraded assignment

WORD STUDY WORKSHOP

Word Study Quiz computer-scored, graded

PROGRAM OVERVIEW 55 17 Formative Assessments and Actionable Data Throughout the courses, formative assessments inform teachers both directly and by way of sophisticated data algorithms that help power a clear view of how each student is tracking toward standards proficiency. In addition to graded assessments, practice opportunities also provide data to the online system, powering standard and objective-level proficiency reports and helping tailor Stride adaptive practice to a student’s specific needs. For more about Stride, see “Dynamic Differentiation.” Teachers can select “Objectives Proficiency Report” from the left menu on their classroom page.

Objectives Proficiency Report

ENGLISH LANGUAGE ARTS 3–5 18 56 Additionally, a quick computer-scored set of questions built into the Wrap-Up of each initial and middle day of each workshop offers teachers clear reporting of student knowledge on days without a quiz.

PROGRAM OVERVIEW 57 19 Instructional Approach: Reading Workshops

Close Reading and Textual Analysis The Summit ELA 3–5 courses use a close-reading approach to instruction and provide individualized reading opportunities. Current standards require students to have deep comprehension of complex texts, examining meaning thoroughly and methodically. Students read first for comprehension and then reread to support further study of texts. Research shows that students who participate in repeated readings of instructional-level text demonstrate better outcomes.

Students are first introduced to a reading selection by listening to a brief reading from it.

Students then spend dedicated time reading independently.

In the Learn activity, students engage in guided analysis of the text.

ENGLISH LANGUAGE ARTS 3–5 20 58 A Mix of Contemporary and Classic Literature and Engaging Informational Texts The reading workshops engage students in works of literature from various genres. Works are grouped thematically to help students make connections among texts or genres. The courses require students to read often, think critically about what they have read, evaluate the ideas, and apply the skills they have learned. All this is done using works of literature and engaging informational texts. In grade 3, students engage with fiction and nonfiction authentic texts. Contemporary reading selections by a diverse group of authors and illustrators allow for an exciting comparison of genres. Classic stories originating from a wide variety of cultures, rich illustrations, and engrossing story lines provide opportunities for students to make meaningful connections with the readings. Nonfiction materials—from books to magazines, articles to websites—cover a variety of topics, including snow, Ancient Greece, fast food, utility wires, weather, and various aspects of the federal government. In all, students learn more about narrative nonfiction, folktales, fables, scientific and historical texts, myths, poetry, drama, novels, opinion pieces, and biographies in their journey through the grade 3 program.

In grade 4, the program is an even split between fiction and nonfiction. The fiction selections provide students with contemporary novels to enjoy and picture books to savor, as well as classic tales retold in a new way. Nonfiction topics are wide and varied; students interact with magazines, biographical stories, websites, and even videos.

In grade 5, students engage with more nonfiction than fiction. Fiction selections range from the classic to the contemporary, with slight twists to keep the reader’s interest piqued: well-loved classics from Arthur Conan Doyle are given new life in the shape of a graphic novel and drama and contemporary award-winning novels—including a novel-length narrative poem—provide fifth grade students with a solid foundation in fiction. Biographies, narrative nonfiction, magazine articles, interviews, government documents, and opinion pieces provide a well-rounded nonfiction experience for the student-reader.

The Fluency Tool and Adaptive Leveled Reading Individualized reading opportunities give students access to many texts and choices appropriate to their own reading level, emphasizing the importance of choosing to read and fostering a love of reading, critical for mastery.

In order to match readers to engaging texts at their instructional reading level, Summit ELA 3-5 courses provide built-in fluency scoring opportunities that will automatically determine a student’s instructional reading level. These reading benchmarks and reading checkpoints can be found in dedicated lessons in an appendix at the end of each course, such that teachers can place these fluency checkpoints into students’ plans as appropriate for their class and schedule.

PROGRAM OVERVIEW 59 21 A benchmark test asks students to read three passages aloud, to retell what they have read, and to answer a few comprehension questions about each passage. Using sophisticated natural language processing and scoring based on empirical research, the Fluency Tool determines each student’s instructional level based on reading rate, comprehension, accuracy, and expression. It is important to note that the level of the text provided during these benchmarks does not limit the system’s ability to determine level. Even if the student were to be presented with a text at their frustrational level, the system is able to calculate a student’s instructional level. Reading checkpoints are lighter-touch experiences designed to indicate incremental improvement in a student’s reading level between benchmarks. These show whether students should remain at their current reading level or move up one level. When taken together, these data points provide a clear snapshot of students’ growth in terms of the complexity of texts that are right for them.

Summit ELA 3–5 courses use reading-level data provided by the Fluency Tool (or entered by teachers) to power individualized learning experiences in reading lessons. The Try It: Apply... activity will dynamically adjust to serve up a book or a choice of books that make sense for each individual student. This activity asks students to apply the new skills they have learned in each reading workshop to a new text, at their level.

Inward Knowledge to Outward Application The scaffolded approach to each reading selection requires students to prepare for reading by activating prior knowledge, read independently, comprehend what they have read, analyze the language or structure of the text to find its meaning, evaluate the ideas in selections and form substantiated opinions about them, and apply the ideas or skills they have learned to other texts or to the broader world. This consistent pattern— from inward knowledge to outward application—is developed through the lesson activity structure, which is designed to help students model the habits of the mind to make them proficient and critical readers, writers, and communicators.

ENGLISH LANGUAGE ARTS 3–5 22 60 Instructional Approach: Writing Workshops

A Balance of Explicit Instruction and Authentic Writing Experiences Learning to express one’s ideas in writing is a fundamental requirement of an educated person. Summit ELA 3–5 writing workshops prepare students to express themselves as educated people in the twenty-first century. Grammar, usage, and mechanics activities in writing workshops teach students how to communicate effectively in standard written and spoken English without distracting errors so that they learn to express their ideas in an understandable way. Students practice grammar, usage, and mechanics in editing activities and apply these skills to their writing assignments in proofreading lessons. Grammar, usage, and mechanics activities focus on grammatical terms, sentence construction, recognizing and fixing errors, punctuation, and using precise language.

Through authentic writing experiences, students analyze writing models and then work through the writing process to develop original compositions of their own. An emphasis on thoughtful planning takes the fear out of writing as students learn tangible strategies to make the process manageable.

An Organized Approach to Teaching Process • Throughout the Summit ELA 3–5 courses, students will complete four major assignments by following the writing process: prewriting, drafting, revising, proofreading, and publishing. In grade 3, the assignments include a short story, research report, persuasive essay, and oral history presentation. In grade 4, the assignments include a personal narrative, a history report, an opinion essay, and a public service announcement. In grade 5, the assignments include a personal narrative, a science report, an editorial, and a history presentation. Each assignment is completed over a series of two workshops, with both the rough draft and the final work submitted to the teacher. Additional writing skills workshops break down the skills needed for narrative, informational, opinion, and presentation writing using mentor texts and short, targeted writing assignments. • Research skills, including how to research ethically and effectively online, are an integral part of the writing workshops. Students will conduct and incorporate research into their informational, opinion, and presentation writing.

UNITS 1-3 UNITS 4-6 UNITS 7-9 UNITS 10-12

NARRATIVE INFORMATIONAL OPINION PRESENTATION

Writing Skills Writing Skills Writing Skills Writing Skills

Plan and Draft Plan and Draft Plan and Draft Plan and Draft

Revise and Publish Revise and Publish Revise and Publish Revise and Publish

PROGRAM OVERVIEW 61 23 Instructional Approach: Word Study Workshops

A Focus on Words and Strategies A solid foundation in word study exposes students to a wide variety of vocabulary words, which in turn helps students read with comprehension and write with clarity. In each word study workshop, students are explicitly taught a core set of vocabulary words and definitions while also learning word relationships and skills for deciphering unknown words and phrases in running text. Students look at synonyms, antonyms, and etymology to expand on the core word set. Workshop topics run from understanding nuance and shades of meaning to using Greek and Latin roots and affixes to determine word meanings. Several workshops are dedicated to figurative language and homonyms, providing a thorough word study experience that helps grow students’ speaking, reading, listening, and writing vocabularies.

Instructional Approach: Spelling

A Focus on Patterns Spelling instruction in the Summit ELA 3–5 courses focuses on learning to recognize patterns rather than memorizing rules—no spelling rule is 100 percent reliable. Research shows that good readers and spellers do not decode (read) and encode (spell) rules but rather letter patterns that help them identify words and differentiate one word from another. Students can learn to spell words quickly by studying these spelling patterns that are common to many words. However, a certain number of common words fall outside these conventions, and students need to learn to spell those words quickly in preparation for the demands of grade-level writing requirements. To balance the goals of learning to spell both within and outside spelling conventions, the spelling lists in Summit ELA 3–5 include those that follow the spelling pattern being studied as well as “Heart Words” (words we must learn to spell by heart).

Repetition, Variety, and Choice In nearly all lessons, students encounter engaging spelling activities that offer repeated and varied opportunities to practice and master each word list. Each spelling list begins with a pretest, providing an early view into where students need the most practice. Pretests are followed by instruction on specific spelling patterns and then by offline practice in which students complete an activity of their choice from a supplied bank. From there, students continue with online practice and a review game before wrapping up the spelling cycle with a graded quiz. Throughout the word lists, students develop an understanding of sound-symbol relationships and spelling patterns, identify affixes and how they affect the meaning of words, and recognize base words and roots in related words.

ENGLISH LANGUAGE ARTS 3–5 24 62 Dynamic Differentiation

Summit ELA 3–5 courses are designed to help all students succeed. Branching Pathways Particularly difficult concepts include practice with branching pathways for struggling students. These interactions are designed to uncover misconceptions and common errors to create a “tighter net” that catches struggling students at the point of instruction. Students receive feedback targeted to their individual responses and are then led through a reteaching activity that corrects the misconception or common error, if they need it. Stride An engaging teaching tool that motivates students toward mastery and rewards learning with games. Following each workshop’s quiz, students will practice related concepts based on their specific needs. Time to use Stride is integrated right into the course to ensure sufficient independent practice time.

Stride’s adaptive technology guides each student to practice where he or she needs it most. It then serves up a variety of lively and engaging content. Stride’s vast database of questions, video lessons, and printable resources delivers grade-level appropriate content aligned to the rigor of the Common Core and individual state standards. Stride’s benchmark and formative assessments identify where students are performing on specific grade-level standards throughout the year and help identify critical foundational gaps missed in prior grade levels. Test prep capabilities pinpoint student strengths and weaknesses for improved student outcomes on end-of-year assessments.

PROGRAM OVERVIEW 63 25 Grade 3 Reading List

TITLE AUTHOR DELIVERY GENRE

Grandfather’s Journey Allen Say trade book fiction

Tea With Milk Allen Say trade book fiction

The Sign Painter Allen Say trade book fiction adapted from a fable by Expeditions “The Wind and the Sun” fiction Aesop in Reading “The Cruel Lion and the Expeditions K12 fiction Clever Rabbit” in Reading Expeditions “Why the Larks Flew Away” K12 fiction in Reading “The Stone in the Road: A Expeditions K12 fiction Story” in Reading Expeditions The Stone in the Road: A Play K12 drama in Reading “The Tiger, the Brahman, and Expeditions K12 fiction the Jackal” in Reading Expeditions “Bruce and the Spider” K12 fiction in Reading Our Wonderful Weather: Valerie Bodden trade book nonfiction Snow Curious About Snow Gina Shaw trade book nonfiction

Snowflake Bentley Jacqueline Briggs Martin trade book nonfiction

Bear and Wolf Daniel Salmieri trade book fiction Beth Zemble and John K12 trade “The Glory of Greece” nonfiction Holdren book “Tangled Webs: The Story of Expeditions K12 fiction Arachne” in Reading “A Flight Through the Sky: Expeditions K12 fiction The Story of Daedalus” in Reading “Repeat After Me, Me, Me…: Expeditions K12 fiction The Story of Echo in Reading “Roll, Roll, Roll That Rock: Expeditions K12 fiction The Story of Sisyphus” in Reading Expeditions “Bury All Utility Wires” K12 nonfiction in Reading “Keep Our Wires High Expeditions K12 nonfiction in the Sky” in Reading Expeditions “In Favor of Fast Food” K12 nonfiction in Reading

ENGLISH LANGUAGE ARTS 3–5 26 64 Grade 3 Reading List

TITLE AUTHOR DELIVERY GENRE Expeditions “Down with Fast Food” K12 nonfiction in Reading The Tale of Despereaux Kate DiCamillo trade book fiction K12 “Forecasting the Weather” K12 nonfiction Magazine K12 “Let It Rain” K12 nonfiction Magazine K12 “Winter Storms” K12 nonfiction Magazine K12 “Wind” K12 nonfiction Magazine K12 “Storm Chasers” K12 nonfiction Magazine K12 “The Secret” Anonymous nonfiction Magazine Expeditions The Building of the Nest Margaret E. Sangster poetry in Reading Expeditions “First Snow” Mary Louise Allen poetry in Reading Expeditions “Winter Jewels” Mary F. Butts poetry in Reading Expeditions “April Rain Song” Langston Hughes poetry in Reading Expeditions “The Raindrop’s Ride” Anonymous poetry in Reading Michelle Obama First Lady, Shana Corey trade book nonfiction Going Higher I Dissent! Debbie Levy trade book nonfiction Ben’s Guide to Government Government Publishing website media Website Office (US) Expeditions “Squirrel and Spider” K12 fiction in Reading Expeditions “The Stone-Cutter” K12 fiction in Reading adapted from a fable by Expeditions “The Bundle of Sticks” fiction Aesop in Reading adapted from a story by Expeditions The Necklace of Truth fiction Jean Mace in Reading

PROGRAM OVERVIEW 65 27 Grade 4 Reading List

TITLE AUTHOR DELIVERY GENRE

Adelita Tomie dePaola tradebook fiction Expeditions “Cinderella” K12 fiction in Reading Glass Slipper, Gold Sandal: Paul Fleischman tradebook fiction A Worldwide Cinderella and Julie Paschkis retold by “Yeh‑Shen” tradebook fiction Ai‑Ling Louie “From Cave Paintings nonfiction K12 nonfiction to Emoji” magazine “Counterfeit Money: nonfiction K12 nonfiction Then and Now” magazine “Still Standing: The nonfiction K12 nonfiction Leaning Tower of Pisa” magazine nonfiction “The Many Colors of Birds” K12 nonfiction magazine “The Mystery of the Expeditions fiction ‑ K12 Missing Hamburger” in Reading mystery “The Mystery of the Expeditions fiction ‑ K12 Topaz Heart” in Reading mystery Expeditions “Go, John Glenn!” Brian Folca nonfiction in Reading “Project Mercury from Interview with John Expeditions nonfiction Fiftieth Anniversary” Glenn by Audie Cornish in Reading “John Glenn and Expeditions adapted from NASA.org nonfiction Friendship 7” in Reading “Two Views of Project Expeditions K12 nonfiction Mercury” in Reading “Wilbur and Orville Wright: Expeditions Dorothy Haas nonfiction Men with Wings” in Reading “The Challenge: Bessie Expeditions Margaret Roberts nonfiction Coleman's Story” in Reading “Dangerous Adventure! Expeditions Ruth Belov Gross nonfiction Lindbergh's Famous Flight” in Reading Pax Sara Pennypacker tradebook fiction ‑ novel Expeditions “The Ecchoing Green” William Blake poetry in Reading Expeditions “Try, Try Again” T.H. Palmer poetry in Reading

ENGLISH LANGUAGE ARTS 3–5 28 66 Grade 4 Reading List

TITLE AUTHOR DELIVERY GENRE Robert Louis Expeditions “Bed in Summer” poetry Stevenson in Reading Expeditions in “Wynken, Blynken, & Nod” Eugene Field poetry Reading from The Jungle Book by Expeditions “Rikki ‑Tikki‑Tavi” fiction Rudyard Kipling in Reading The Quilting Bee Gail Gibbons tradebook nonfiction Sweet Clara and the Deborah Hopkins tradebook fiction Freedom Quilt The Keeping Quilt Patricia Polacco tradebook fiction

Pink and Say Patricia Polacco tradebook fiction

“Ibrahim” K12 anthology fiction

“Baseball Saved Us” Ken Mochizuki tradebook fiction “Maria Gonzalez, Modern Expeditions K12 fiction Hero” in Reading Expeditions “Grace” K12 fiction in Reading “Why Kids Should Eat adapted from kids.gov website nonfiction Healthy and Exercise” “Keeping Safe from Rabies” adapted from kids.gov website nonfiction “Staying Safe While Being adapted from kids.gov website nonfiction Active” “Elizabeth Blackwell: Expeditions Vanessa Wright nonfiction Pioneering Physician” in Reading “Louis Pasteur: Expeditions Dorothy Haas nonfiction Battle With Death” in Reading Coral Reefs Kristin Rattini tradebook nonfiction

Coral Reef Food Chains Rebecca Pettiford tradebook nonfiction

Coral Reefs Jason Chin tradebook nonfiction Expeditions “Tayo’s Wishes” K12 fiction in Reading an Irish folktale dramatized Expeditions fiction ‑ “The Green Glass Ball” by Hazel W. Corson in Reading drama Expeditions “The Gold Coin” Alma Flor Ada fiction in Reading a Japanese folktale retold by Expeditions “The Grateful Stork” fiction Yoshiko Uchida in Reading

PROGRAM OVERVIEW 67 29 Grade 5 Reading List

TITLE AUTHOR DELIVERY GENRE from Will Clark, Boy Expeditions “A Ride in the Night” Adventurer by Katharine E. nonfiction in Reading Wilkie A Wrinkle in Time Madeleine L'Engle tradebook fiction ‑ novel

Caleb's Story Patricia McLachlan tradebook fiction from Clara Barton: Founder “The Most Famous Expeditions of the American Red Cross nonfiction Woman in the World” in Reading by Augustus Stevenson Hidden Figures Margot Lee Shetterly tradebook nonfiction “Katherine Johnson Expeditions nonfiction ‑ Margot Lee Shetterly Biography” in Reading biography “Mathematician Katherine Expeditions nonfiction ‑ Sarah Loff Johnson at Work” in Reading biography Expeditions nonfiction ‑ “Mary Jackson Biography” Margot Lee Shetterly in Reading biography “Dorothy Vaughan Expeditions nonfiction ‑ Margot Lee Shetterly Biography” in Reading biography “NASA Langley's Modern Expeditions Figures Reflect on Eric Gillard nonfiction in Reading Hidden Figures” narrative Inside Out and Back Again Thanhha Lai tradebook poetry “Make Your Own Expeditions nonfiction ‑ K12 Microscope” in Reading opinion “The Adventure of the Blue Expeditions fiction ‑ Sherlock Holmes Carbuncle” in Reading mystery “The Adventure of the Expeditions fiction ‑ Sherlock Holmes Red‑Headed League” in Reading mystery Mesmerized: How Ben narrative Franklin Solved a Mystery Mara Rockliff tradebook nonfiction that Baffled all of France narrative Queen of the Falls Chris Van Allsburg tradebook nonfiction Expeditions “Run, Kate Shelley, Run” Julia Pferdehirt nonfiction in Reading Sarah, Plain and Tall Patricia McLachlan tradebook fiction “The Adventure of Expeditions K12 drama the Three Students” in Reading

ENGLISH LANGUAGE ARTS 3–5 30 68 Grade 5 Reading List

TITLE AUTHOR DELIVERY GENRE

“Solar Powered Public Expeditions nonfiction ‑ Buildings? Not So Fast, K12 in Reading opinion California!” “Opening Statement to the Expeditions Sonia Sotomayor nonfiction Senate Judiciary Committee” in Reading Expeditions nonfiction ‑ “Stick to Real Microscopes” K12 in Reading opinion The Adventure of the Six Vincent Goodwin tradebook graphic novel Napoleans The Mary Celeste: An narrative Unsolved Mystery from Jane Yolen tradebook nonfiction History Where is Niagara Falls? Megan Stine tradebook nonfiction nonfiction ‑ Who is Sonia Sotomayor? Megan Stine tradebook biography You Should Meet: Katherine nonfiction ‑ Thea Feldman tradebook Johnson biography “Young Frederick Douglass: Expeditions The Slave Who Learned to Linda Walvoord Girard nonfiction in Reading Read” nonfiction “From Barter to Bitcoin” K12 nonfiction magazine nonfiction “Making Money” K12 nonfiction magazine nonfiction “The Future of Money” K12 nonfiction magazine nonfiction “The Value of Money” K12 nonfiction magazine

PROGRAM OVERVIEW 69 31 The Role of the Learning Coach

Research shows that family involvement is a critical marker to student success. Summit ELA 3‑5 provides a Lesson Guide designed to empower Learning Coaches to enrich their students’ learning experiences, while positioning the students as the central agents of their learning. Students interact directly with the system, providing data that will help the system adapt and that will provide teachers with clear measures of learning and growth. Learning Coaches are equipped to help provide feedback on practice activities, but are not asked to evaluate students.

Printed Online Workbook Assigment

ENGLISH LANGUAGE ARTS 3–5 32 70 Enabling Teacher Customization

Resequencing Units or Lessons As the experts in specific classroom needs, teachers can make these courses their own: teachers are able to resequence lessons within the online school. Designed with this capability in mind, the Summit ELA 3–5 courses are built to be flexible and modular. These courses also support students in making connections across workshops and units and in synthesizing big ideas.

When resequencing content, it is suggested teachers move whole units at a time due to the interconnected nature of the various strands. When customizing, it is important that teachers keep in mind the following in order to preserve the integrity of the design: • Prerequisite objective mapping should be considered so that concepts that should precede the learning of others are not handled out of order. • Writing workshops build on one another in three-unit cycles. After adjusting unit sequence, teachers will need to swap writing workshops within units to preserve this grouping and sequence. For example, the lessons in these three workshops: Narrative Writing Skills, Narrative Writing: Planning and Drafting, and Narrative Writing: Revising and Publishing, originally placed in Grade 5 Units 1–3 respectively, should be handled in consecutive units. • Spelling lists are contained within a unit but are treated across workshops. While resequencing at the workshop level is not recommended, if doing so, it may be desirable to resequence workshops by spelling cycle. (In other words, keep consecutive reading workshops grouped together where they have related spelling lessons.) Writing workshops contain their own spelling cycles or no spelling. • Big Ideas lessons contain cumulative review and synthesis activities that draw on previously learned content. Teachers should be aware of the impact on Big Ideas lessons when resequencing.

Pacing Ideally, covering all aspects and all content in each course will benefit student learning. However, the reality is that many factors contribute to the need to adjust pacing and to prioritize some content or activities over others. This guidance is intended to offer a few approaches on ways teachers might prioritize course content to meet their classroom needs:

1. Prioritize early units. Summit ELA 3-5 courses are designed to thoroughly cover all standards while allowing students sufficient practice for mastery. The order of units taught in the courses takes into account content that is typically covered more heavily on state testing. If students have not completed the final two or three units in a course prior to state testing, their performance on these tests should not be impacted.

PROGRAM OVERVIEW 71 33 2. Repurpose, skip, or shift noncore lessons. Even within the earlier units, there is some flexibility in terms of how lessons are used and prioritized. The following suggestions can help teachers understand how lessons might be repurposed, skipped, or resequenced: • Your Choice Days can be repurposed to help students catch up when they are behind or to increase the pace of the course, as needed. • Big Ideas Days can be skipped entirely or partially or moved to later in the course. Teachers should keep in mind, though, that these lessons provide cumulative review, as well as Critical Skills Practice and Respond to a Prompt activities that reflect what students will encounter on state tests. • Choice Reading Project workshops provide opportunities for students to apply literacy skills to relevant, authentic work with real-world connections. However, these workshops do not include instruction on standards that have not already been covered in prior reading workshops. It is recommended that students complete these workshops, but if needed, they can be moved to a later date or skipped without impact to student state-testing performance.

Adjusting Teacher-Graded Assignments Visibility into student process is as important as visibility into student performance against learning objectives. Collecting what are intended to be teacher-graded assignments is an ideal way to hold students accountable to share their process. However, the number of teacher-graded assignments appropriate for a particular school can be adjusted, if necessary.

• At an absolute minimum, teachers should collect and grade students’ final writing assignments completed in the writing workshops in Units 3, 6, 10, and 13. • It is highly recommended that teachers also collect, give a completion grade for, and provide feedback on students’ writing drafts in the writing workshops in Units 2, 5, 9, and 12. • Collecting/grading all other teacher-graded assignments can be deprioritized, if needed.

If teachers select to reduce the number of teacher-graded assignments that students complete or if they continue to require students to complete all teacher-graded assignments but reduce the number that they actually grade, they should make sure to adjust the gradebook as necessary. See the Assessments Overview section of this document for a breakdown of teacher- graded assignments.

ENGLISH LANGUAGE ARTS 3–5 34 72 K12 Summit Math 3–5 Program Overview

73 K12 Summit Math 3–5

Summit Math courses for grades 3, 4, and 5 are student-centric courses designed to support the depth of knowledge required by today’s standards and high-stakes testing environment. Students’ online work offers trustworthy and actionable formative data, augmented by their offline scaffolded practice in a consumable workbook. With rich content designed to engage and motivate and enough practice to support mastery, including time built in for individualized independent practice, Summit Math 3–5 include the tools and technology that students need to succeed in a blended learning environment. The course components encourage independent learning, with Learning Coaches positioned to enrich the learning experience.

Course Components

Online Lessons The online lessons provide the core instruction and multiple opportunities for practice in Summit Math 3–5. Within these lessons, • A predictable instructional model grounds students in what to expect. • Consistent format and approach using technology-enhanced item types within both instruction and assessment challenge students to use higher-order thinking skills throughout, reducing the cognitive load during exams. • A carefully thought-out progression of vanishing scaffolding moves students from guided to independent practice. • Sophisticated machine scoring and automated, instant feedback with suggested tips to guide students to mastery enhance the assessment experience. • Differentiated learning experiences help personalize learning. These experiences include: • Reteaching opportunities for students who exhibit common errors right at point-of-use within the lessons, catching misunderstandings or misconceptions as they begin to form • Individualized independent practice using Stride

SUMMIT MATH 3–5 2 74 • Conceptual explanations and exploratory interactions supporting deep conceptual understanding, balanced with sufficient practice to build procedural fluency • Embedded spiraling practice with math facts, including games to engage and motivate students to build automaticity • Clear, concise, and measurable learning goals establish purpose and focus learning. The interactive courses are supported by rich print materials.

Activity Book Summit Math 3–5 include a consumable Activity Book where students can put pencil to paper every instructional day. Key features include • Full-color pages with adequate space for answers • Problems that require students to draw sketches, show problem-solving steps, evaluate answers, and write explanations • Initial, scaffolded problems that prepare students for the independent practice problems

Additional Supplied Materials K12 supplies a base-10 blocks set, which is valuable for modeling place value and basic operations. Grade 3 includes a set of dimension tiles that students can use to explore shapes. Grade 4 includes a set of square color tiles that students can use to model multiplication, division, and area. A protractor is provided for grades 4 and 5 to allow students to measure angles.

Also Needed Students should obtain a binder or spiral notebook to use as their Math Notebook, in which they can work problems, make sketches, and take notes as they work through a lesson. Students should always have paper and a pencil handy.

PROGRAM OVERVIEW 75 3 Course Structure

Summit Math 3–5 are designed to lead students through a logical sequence of concepts based on current state standards. The material is structured to fit within a typical, 180-day school year, but it can also be easily adapted to fit individual needs. Each Summit Math 3–5 course is divided into units. A typical unit is divided into a series of related concepts, which are divided into daily lessons. The final lesson in each concept includes a review of the concept and a Concept Quiz. A separate Big Ideas lesson synthesizes the course content and appears at the end of the unit.

UNIT

Concept Concept Concept Big Ideas

Review Lesson Lesson and Quiz

SUMMIT MATH 3–5 4 76 Lesson Model Overview Concepts in Summit Math 3–5 follow a multiday learning cycle consisting of an initial lesson, one or more middle lessons, and a final lesson, each of which follows a consistent, predictable instructional formula.

INITIAL AND MIDDLE DAYS During the initial and middle days, students learn and practice the core content. This sequence of activities facilitates the gradual release of responsibility as students progress from concrete explorations and explicit instruction, through guided practice, to independent practice and application.

FINAL DAY The final day of each concept includes practice problems that prepare students for the Concept Quiz. The Concept Quiz is computer graded and is based on the concept’s key objectives. Students will also have an opportunity to practice in Stride on final days.

Initial Day Middle Days Final Day GET READY

Get Ready activities Lesson Introduction/ Lesson Introduction introduce and orient Hook students to the lesson Lesson Introduction content. Look Back Math Facts

LEARN and TRY IT

Learn and Try It activities LEARN LEARN include multiple cycles of bite-sized instruction coupled TRY IT with guided practice. The TRY IT Guided TRY IT Guided Review multiple cycles are followed by independent practice TRY IT Independent TRY IT Independent problems.

QUIZ

Concept Quiz

WRAP-UP

Wrap-Up activities include WRAP-UP WRAP-UP STRIDE one or two ungraded Formative Formative questions that gauge student Assessment Assessment understanding as they exit the lesson or a graded quiz on the final day of each concept.

PROGRAM OVERVIEW 77 5 Activity Descriptions Within the instructional formula, students will find a variety of pedagogical approaches. This table briefly describes specific activity types in Summit Math 3–5.

GET READY Description

Lesson The Lesson Introduction is the first activity in every lesson. Introduction/ It introduces the content of the lesson within an engaging Hook context. It also presents the objectives as student-friendly goals, defines any new keywords that students will encounter in the lesson, and lists the relevant state standards covered in the lesson.

Look Back The Look Back appears in the first lesson of every concept. It is a quick review of the prerequisite objectives that are essential to understanding the new concept. Students who struggle with the Look Back should seek additional help before proceeding.

Math Facts A Math Fact practice appears on all middle days. These activities provide spiraling, independent practice of math facts. Students build fluency and automaticity through a combination of interactive online questions and games.

LEARN and TRY Description

Learn All initial and middle days include one or more bite-sized Learn and Try It cycles. The type of instruction in each activity has been carefully chosen based on current research. For example, some Learn activities use guided explorations in which students explore and discover mathematical concepts by playing with interactive sliders or virtual manipulatives. Other Learn activities use explicit instruction. In these activities, students may work through an interactive slide show or view a narrated animation. Some particularly difficult concepts are explained in a video featuring an expert teacher and interactive questions.

SUMMIT MATH 3–5 6 78 LEARN and TRY Description

Try It Each Learn activity is followed by a short, guided Try It that (Guided) allows students to immediately apply the concepts they have just learned, providing significant support as students work through problems with step-by-step explanations. All problems include feedback based on student answers as well as complete solutions. The guided Try Its gradually reduce scaffolding and prepare students for the independent practice.

Try It Lessons with particularly important concepts include (Guided with differentiated Try Its. The questions in this activity are Remediation) designed to uncover and correct misconceptions and common errors. As students work through the problem set, they receive targeted feedback depending on how they answer the questions. Struggling students are then guided through a reteaching activity to dispel the misconception or correct the common error.

Try It All initial and middle days include an independent Try It. The (Independent) independent practice has two parts: an online part and an offline part. The independent online practice problems are similar to the types of problems students will encounter in the Concept Quiz. These online problems include feedback and solutions. The offline problems are found in the Activity Book. The offline practice allows for more extensive student responses.

Try It The final day of each concept includes a Try It that is (Practice, designed to prepare students for the Concept Quiz. The Concept) review includes online interactive problems.

WRAP-UP Description

Formative Initial and middle days of workshops end with a short Assessment Formative Assessment. The Formative Assessment includes one or two ungraded questions that gauge the students’ understanding at the end of the lesson. Although the questions are ungraded, the results are available to teachers.

Stride Final days end with independent practice in Stride.

PROGRAM OVERVIEW 79 7 A Balance of Online and Offline Time To power actionable data and provide instant feedback to students throughout their learning, Summit Math online activities make up about 75 percent of core lesson time. However, equally critical to learning is that students practice working out math calculations by hand. Summit Math 3–5 incorporate a daily offline activity in a predictable place within each lesson sequence. In the last Try It activity of each lesson day, after completing online practice in which instant feedback can help address any misunderstandings, students work out related problems in their Activity Book.

SUMMIT MATH 3–5 8 80 Special Features

In addition to the standard Units and Lessons, Summit Math 3–5 courses have these special features.

Big Ideas Lessons Big Ideas lessons occur at the end of most units. In these lessons, students complete an assignment that gauges their ability to synthesize content and use higher-order thinking skills, such as analysis, evaluation, complex problem solving, and creativity. These assignments prepare students for the types of questions they will encounter on state assessments. There are three types of Big Ideas lessons, which vary in the type of assignment students complete and submit. Note that the Extended Problems are intended to be used as graded assessments that should contribute a significant number of points toward the students’ grades.

Big Ideas: Extended Problems Students complete multistep problems that require explanations that go beyond the problems they encounter in their regular lessons. Extended problems give students an opportunity to demonstrate problem solving, reasoning, communication, and modeling skills.

Big Ideas: Mini-Project Students complete a small, creative project designed to tie together concepts and skills that they encounter across units. These small projects are designed to emphasize real-world scenarios that connect mathematics to other subjects, including science, technology, engineering, art, and history.

Big Ideas: Challenge Problems Students complete one or more challenge problems that guide them to discover new concepts. Through hard work and perseverance, students learn that they can use the math they already know combined with logical thinking to solve problems about new concepts.

PROGRAM OVERVIEW 81 9 Virtual Manipulatives Virtual manipulatives allow students to play with and explore mathematical concepts. These virtual manipulatives are placed in strategic spots within the online lessons. Virtual manipulatives provided in the Summit Math 3–5 include • Fraction Strips • Pattern Blocks • Base-10 Blocks • Protractor All explorations with virtual manipulatives are followed by direct explanations to ensure that students grasp the critical concepts. A version of these activities using printable or tactile manipulatives is available for students who need or prefer an offline version.

Base-10 Blocks Fraction Strips

Pattern Blocks Protractor

SUMMIT MATH 3–5 10 82 Instant Recall: Facts Fluency Practice Instant recall cycles are woven throughout the Math 3 course to build fluency with multiplication and division facts. The cycles continue in the Math 4 and 5 courses to help students move towards increased fluency. Instant recall cycles provide the practice required for students to move from foundational understanding to fluency. Each cycle looks at a specific set of facts and consists of three activities covered over the course of three lessons. 1. Matching problems to provide scaffolding as students build familiarity 2. A set of fill-in-the-blank problems for students to build mastery 3. A game for students to continue to practice automatic recall of facts in a fun way

60-Second Math Video A 60-Second Math video appears in the first lesson of every unit in grades 4 and 5. These engaging videos emphasize both everyday and STEM applications, prompting curiosity and showing the relevance of the concepts students are about to study.

End-of-Year Project The end-of-year project is an extended, inquiry-based activity that is designed to build a deeper understanding of mathematics. Students use critical thinking skills and creativity as they explore an authentic, real-world problem. The project cuts across curricular areas, showing the impact and relevance of math, while building twenty-first-century skills.

The project is structured around a driving question that is both engaging and relevant to students and their community. To find answers to the question, students will apply the mathematics they already know and then expand their knowledge to fill in the gaps. Students will create and submit a final product that demonstrates what they have learned.

PROGRAM OVERVIEW 83 11 Assessment Overview

To ensure students can show what they have learned and to support high academic outcomes, students need exposure to the types of test items they will see on a high-stakes test. They also require instruction that prepares them for the right cognitive level of tasks they will be asked to complete in a high-stakes testing scenario.

Backward Design Summit Math 3–5 are built following the principles of backward design as described in Understanding by Design by Grant Wiggins and Jay McTighe, to ensure the instruction is designed with the end in mind. What will students be asked to do to show what they have learned? In crafting both assessments and practice opportunities, authors pay careful attention to the depth of knowledge required in standards’ language, are attentive to high-stakes testing formats and content priorities, and utilize a suite of technology- enhanced item types to ensure students build familiarity every step of the way.

Technology-Enhanced Item Types Technology-enhanced item types provide powerful opportunities for students to produce mathematical representations, as well as to demonstrate depth of knowledge and higher-order thinking ability. For this reason, a variety of item types, including drag and drop and fill in the blank, are used throughout the courses.

SUMMIT MATH 3–5 12 84 Graded Assessments How Many How Many How Many Summit Math 3–5 include quizzes at Assessment Type in Grade 3 in Grade 4 in Grade 5 the end of each concept, as well as Concept Quiz 36 42 39 teacher-graded assignments within Big-Ideas: Extended 6 6 6 Big Ideas lessons that take the form Problems of Extended Problems, Mini-Projects, Big-Ideas: Mini-Project 5 5 5 and Challenge Problems. Students are also asked to complete an in-depth Big-Ideas: Challenge 2 3 3 Problems project at the end of the year. Mid-Year Assessment 1 1 1

End-of-Year Project 1 1 1

End-of-Year Assessment 1 1 1

SUMMIT MATH 3–5 ASSESSMENT UNIT END-OF- CONCEPT BIG MID-YEAR YEAR END-OF-YEAR Inital Day Middle Days Final Day IDEAS ASSESSMENT PROJECT ASSESSMENT

Formative Formative Quiz Extended Part 1 Project Part 1 Assessment Assessment computer- Problems computer- teacher- computer- computer- computer- scored, teacher- scored, graded scored, scored, graded scored, scored, graded scored, graded ungraded ungraded graded Part 2 Part 2 teacher-scored, teacher-scored, or graded graded

Mini- Project teacher- scored, graded

Challenge Problems computer- scored, graded

PROGRAM OVERVIEW 85 13 Formative Assessments and Actionable Data Throughout the courses, Formative Assessments inform teachers both directly and by way of sophisticated data algorithms that help power a clear view of how each student is tracking toward standards proficiency.

Nearly every practice opportunity provides data to the online system, powering standard and objective-level proficiency reports, and helping tailor Stride adaptive practice toward a student’s specific needs. For more about Stride, see “Dynamic Differentiation.”

Teachers can select Objectives Proficiency Report from the left menu on their classroom.

Objectives Proficiency Report

SUMMIT MATH 3–5 14 86 Additionally, a quick computer-scored set of questions built into the Wrap-Up section offers teachers clear reporting of student knowledge on days without a quiz.

PROGRAM OVERVIEW 87 15 Instructional Approach

Building Balanced Conceptual Understanding and Procedural Ability A well-rounded math student needs both to understand why math describes our world, and also how to use math efficiently. Discovering mathematical relationships through inquiry with models is a powerful tool for building higher-order thinking skills and explaining through models helps to build a depth of understanding. However, equally important is that students move beyond reliance on slower methods and toward those methods and procedures that allow for efficient computation. Otherwise, students need to apply extraneous cognitive processing to solve simpler steps in a multistep problem, and this extra burden can hinder them as they advance in their mathematical studies. Therefore, Summit Math 3–5 ensure a balance of conceptual instruction and exploration with procedural practice designed to move students toward fluency. As you look across a lesson, a concept, and even a unit, you will see a careful progression toward more efficient methods developing as a mathematical idea develops.

Conceptual Explorations

Conceptual Explanations

Procedural Explanations

SUMMIT MATH 3–5 16 88 Progression from Concrete to Abstract A critical piece of becoming fluent in mathematics is making a connection between conceptual understanding and procedures that apply this understanding efficiently. Summit Math 3–5 support this development by intentionally progressing from concrete, real-world scenarios and models, to visual models, and finally to abstracted math to build a depth of knowledge.

From Concrete

To Abstract Building Fluency Summit Math 3-5 builds a strong foundation for fluency with a deep conceptual understanding. Fluency with math facts builds across the Math 3-5 courses. In the first semester of Summit Math 3, students learn multiple strategies to develop an understanding of multiplication and division. Students also complete both offline and online practice problems while visual scaffolding is gradually removed. Once students learn about multiplication and division, students build fluency through cycles of instant recall problems. Students continue to develop and maintain this fluency by practicing multiplication and division math facts throughout Summit Math 4-5.

Game-Like Embedded Practice Repetition is an important part of building fluency and automaticity. However, students must be motivated to practice in a variety of ways. Built- in games engage students to spend sufficient time practicing until key math tasks become natural and automatic.

PROGRAM OVERVIEW 89 17 Content Focus

GRADE 3 • Students develop greater fluency with addition and subtraction by applying multiple strategies, such as estimation, number lines, compatible numbers, and basic number properties. Students use standard algorithms to add and subtract vertically to 1,000 with and without regrouping.

• Students gain a conceptual understanding of single-digit multiplication and division with single-digit divisors through equal- sized groups, arrays, skip counting patterns, repeated subtraction, and the relationship between multiplication and division. Students develop fluency by practicing multiplication and division facts throughout the course.

• Students are introduced to fractions by exploring parts of shapes and sets and locations on number lines. Students reason with fractions and understand that the size of a fractional part is relative to the size of the whole. They learn to compare fractions with the same denominator and same numerator, and represent equivalent fractions with and without visual models. Students are also introduced to improper fractions and mixed numbers.

• Students explore the concept of area in rectangles and composite figures that can be divided into more than one rectangle. They identify area as an attribute of plane figures and find areas of rectilinear shapes by tiling with unit squares and by using formulas.

GRADE 4 • Students expand understanding of operations with whole numbers, including multidigit multiplication and division with multidigit dividends.

• Students develop a greater understanding of fractions by exploring fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers.

• Students learn decimal notation for fractions with denominators of 10 and 100 and use this understanding to compare decimals to the hundredths place.

• Students explore geometric figures with a focus on understanding angles and on classifying figures based on their properties, such as having particular angle measures, parallel or perpendicular sides, and symmetry.

SUMMIT MATH 3–5 18 90 Content Focus

GRADE 5 • Students expand understanding of operations with fractions by developing fluency with addition and subtraction of fractions with both like and unlike denominators, developing an understanding of multiplication of fractions, and developing an understanding of division of and by unit fractions.

• Students develop greater fluency with addition, subtraction, multiplication, and division of multidigit numbers.

• Students gain a greater understanding of the relationship between decimals and fractions as well as the relationship between decimals and whole numbers. They use this understanding to compare and round decimals, as well as perform the operations of addition, subtraction, multiplication, and division of decimals to the hundredths place.

• Students are introduced to the coordinate plane and develop an initial understanding of points in the first quadrant.

• Students explore the concept of volume in rectangular prisms and composite figures that can be divided into more than one rectangular prism.

PROGRAM OVERVIEW 91 19 Dynamic Differentiation

Summit Math 3–5 are designed to help all students succeed. Branching Pathways are practice problems for particularly difficult concepts to support struggling students. These problems are designed to uncover misconceptions and common errors. This creates a “tighter net” that catches struggling students at the point of instruction. Students receive feedback targeted to their individual responses and are then led through a reteaching activity that corrects the misconception or common error, only if needed.

Stride is an engaging teaching tool that motivates students toward mastery and rewards learning with games. Following each Concept Quiz, students will practice related concepts based on their specific needs. Time to use Stride is integrated right into the course to ensure sufficient independent practice time. Stride’s adaptive technology guides students to practice where they need it most—and then serves a variety of content that’s lively and engaging. Stride’s vast database of questions, problems, video lessons, and printable resources deliver grade-level appropriate content aligned to the rigor of the Common Core and individual state standards. Stride’s Benchmark and Formative Assessments identify where students are performing on specific grade-level standards throughout the year and help identify critical foundational gaps missed in prior grade levels. Test prep capabilities pinpoint student strengths and weaknesses for improved student outcomes on end-of-year assessments.

The Help Me button, which is located on the lesson menu, is an additional personalization feature that lets students opt into activities that are dynamically chosen based on the concept they are studying. Recommendations are powered by a sophisticated engine designed to elevate the activities most likely to be effective for individual students.

SUMMIT MATH 3–5 20 92 Enabling Teacher-Customization with a Modular Approach

As the experts in specific classroom needs, teachers are empowered to make these courses their own—teachers are able to resequence lessons within the online school. Summit Math 3–5 are designed with this aspect in mind and are built to be flexible and modular. However, Summit Math 3–5 also support students in making connections across concepts and units, and in synthesizing Big Ideas. When customizing, it’s important that teachers keep in mind the following to preserve the integrity of the design:

• Prerequisite objective mapping should be considered so that concepts that should intrinsically precede learning of another are not handled out of order. Key prerequisite skills are listed below for each lesson.

• Multiday learning cycles should be moved together. It is not recommended that a lesson within a multiday cycle is moved separately.

Lessons 1.1–1.4 make up a multiday learning cycle. These four lessons should be moved together.

• Instant Recall activities are a minor thread running through and across concepts that provide spiraling facts practice. (For more about Instant Recall, see “Special Features”.) Resequencing may ungroup related practice, but this should not be detrimental to learning. However, teachers should be aware of the impact on Instant Recall practice when resequencing. • Big Ideas lessons contain cumulative review and synthesis activities that naturally draw on previously learned content. Teachers should be aware of the impact on Big Ideas lessons when resequencing.

PROGRAM OVERVIEW 93 21 Pacing Guidance

The Summit Math 3-5 courses are designed to thoroughly cover standards, allowing students enough practice for mastery. The order in which units are taught in the courses takes into account content that is typically covered more heavily on state testing. If a student has not completed the final 2-3 units in a course prior to state testing, their performance on these tests should not be heavily impacted.

Summit Math 3-5 courses are also designed with some flexibility to allow teachers to decide when students need more or less time on particular topics and also to allow teachers to increase the pace of the course so that more content is covered prior to state testing. The following suggestions can help teachers make adjustments to the course.

• Your Choice Days can be used to help students catch up when they are behind or to increase the pace of the course, as needed.

• Big Ideas Days, Mini-Projects can be skipped or moved later in the course, as needed.

• Big Ideas Days, Extended Problems offer students the opportunity to explain what they understand and provide practice for state testing. We recommend that students complete these. However, they can be moved to increase the pace of the course.

• Big Ideas Days, Challenge Problems introduce students to content that they might not cover in the course until after state testing. These can be skipped in order to cover more units earlier in the year.

SUMMIT MATH 3–5 22 94 The Role of the Learning Coach

Research shows that family involvement is a critical marker to student success. Summit Math 3–5 provide a Lesson Guide designed to empower Learning Coaches to enrich their students’ learning experiences, while positioning students as the central agents of their learning. Students interact directly with the system, providing data that will help the system adapt, and that will provide teachers with clear measures of learning and growth. Learning Coaches are armed to help provide feedback on practice activities but are not asked to evaluate students.

Printed Online Workbook Assigment

PROGRAM OVERVIEW 95 23 Service Station Access Service Station

CONTENTS (click to jump to) INITIAL ACCESS TO SERVICE STATION ...... 1 PEAK – Instructors, Administrators and Mentors ...... 1 Non-PEAK – Instructors, Administrators, and Mentors...... 2 Student, Guardian, and Learning Coach Access and Submissions ...... 2 SUPPORT TIPS AND GUIDELINES...... 3 Knowledge Base Articles – Self-Help ...... 3 Submit a Case ...... 3 Access Chat Support ...... 4

INITIAL ACCESS TO SERVICE STATION Select the role/system that fits your role and location of course access. • Students, Guardians and Learning Coaches – all systems • Instructors, Administrators and Mentors – classroom access is via PEAK • Instructors, Administrators and mentors – classroom access is via Stride®, CAP, OLS, Online Middle School/High School, ALS or LearnBop direct.

PEAK – INSTRUCTORS, ADMINISTRATORS AND MENTORS Instructors, administrators, and mentors, whose students access their classrooms through PEAK Dashboard, should always access the Service Station via the single-sign-on (SSO) link provided in PEAK Office or PEAK Dashboard. Accessing the Service Station through the below SSO links, assures all access as an authenticated user(s) will not run the risk of having two accounts associated with their requests. Instructors – a link is provided within Brightspace but it does not provide SSO access. For this reason, we suggest to always access via PEAK Dashboard or PEAK Office. PEAK Dashboard PEAK Office Select the question icon along the Dashboard Select the question icon along the Dashboard heading, and then the Service Station menu heading, and then the Service Station menu link. link.

NON-PEAK – INSTRUCTORS, ADMINISTRATORS, AND MENTORS Instructors, admins, and mentors whose students access classrooms directly via CAP (some world language programs), Stride direct, ALS, LearnBop direct, and users who enroll students via TotalView School need to create an authenticated user account once course access is granted. To create an account: 1. Navigate to https://fueled.force.com/servicestation/s/ 2. Select Login. NOTE: If you previously created a Service Cloud account, then move to Step 9 below. If you have not created an account yet, then follow Steps 2 – 4 below. 3. Select the Not a member? hyperlink. 4. Enter first name, last name, work email, and desired password. The email you enter is where case resolutions are sent. 5. Select Sign Up.

NOTE: If you receive the message below, then you have a Service Station account. Select the Already have an account? link and follow the procedures below.

6. Select Forgot your password? 7. Enter the email used to create the account and select Send Password Reset Email. 8. Follow the directions within the reset email to access your account. 9. Enter the email and password used to create your Service Station Account. These are not necessarily the same email and password associated with your OLS, Online Middle School/High School, TVS, Stride, CAP, ALS, or LearnBop credentials.

STUDENT, GUARDIAN, AND LEARNING COACH ACCESS AND SUBMISSIONS Students and guardians can submit cases and access the chat feature, but they cannot log in as a Service Station user. Enter service.getfueled.com into a web browser or select here to access the Service Station. PEAK students may also access via the Service Station link along their course navbar.

SUPPORT TIPS AND GUIDELINES KNOWLEDGE BASE ARTICLES – SELF-HELP The fastest way to resolve issues is to use the powerful search bar or the nine-box matrix, which contains articles of the most commonly asked questions.

SUBMIT A CASE Some issues cannot be resolved through self-help articles. Examples of types of support to submit a case for include, but are not limited to, access requests, document submissions, curriculum issues, course issues, or exemption request for a Fuel Education (FuelEd) instructor. To create a support case: 1. Select School Contact Support or if a student, guardian or learning coach, select Student Contact Support. 2. Select Create New Case.

3. Complete drop-down fields, as needed. All fields with an * are required. 4. Enter a detailed description. Include the course section name, ID, and exact examples, whenever appropriate. If an instructor within Brightspace or the Online Middle School/High School, including the Course Offering ID found in the Admin panel of a course is very helpful to support services. 5. Complete drop-downs associated with asking for another individual. 6. Select Submit. 7. Users will receive an email. Reply to that email with any visual documentation that supports the problem. Do not change the subject of the email.

NOTE: Users can view previously submitted cases and their status by selecting My Profile from within the user name drop-down options. The student or guardian user cannot track cases.

ACCESS CHAT SUPPORT Chat support is best for quick student academic support, answering how to system questions, resetting assessments within a FuelEd session, and issues that may be resolved during a short conversation with a support representative. To access chat support: 1. Select School Help or if a student or guardian, select Student Help. 2. Select Chat Now. 3. Complete the pre-chat survey. 4. Select Chat Now.

NOTE: When done chatting, users can save a copy of the chat transcript.

CONTENTS (click to jump to) WELCOME ...... 1 ACCESS ...... 2 Stride Direct Access ...... 2 Peak Access ...... 2 OLS Access ...... 2 Online Middle School/High School Access ...... 3 GETTING STARTED ...... 3 Select Your Avatar ...... 3 How to Start ...... 4 Working Through Questions ...... 5 Rapid Clicking ...... 6 Bonus Chests ...... 6 Brain-Breaks ...... 7 Help Button ...... 8 DASHBOARD ...... 8 COMPUTER TIPS ...... 10

WELCOME Welcome to Stride®! This program helps you work through content using games and rewards. It creates a fun and enjoyable way to practice and build on previously learned skills. Recommended activities sometimes appear while you are working through questions. These activities can include: • Videos • Mini-lessons • Worksheet activities • Bops – guides you through solving a math problem By completing one of these recommended activities, you can earn bonus coins. Let’s get started by finding the correct access point below.

100 ACCESS Stride can be on multiple devices. This allows you to continue work at home, if needed. Select your access point: • Stride Direct • Stride via PEAK Dashboard • Stride via the OLS • Stride via the Online Middle School High School

STRIDE DIRECT ACCESS 1. Access at https://www.stridelogin.com/login/. 2. Enter your Stride Class Code or Student ID provided via email. 3. Select Login. 4. Enter the password provided and select Continue.

NOTE: Not all programs require a password. If none is required, then select Continue. Select here to jump to the Getting Started section of this toolkit.

PEAK ACCESS 1. Access at https://peak.getfueled.com. 2. Enter your PEAK log in information provided via an email from [email protected]. 3. Select the Stride course card. Select here to jump to the Getting Started section of this toolkit.

OLS ACCESS 1. Access at https://login-learn.k12.com/#login. 2. Log in using your normal OLS login provided by your learning coach. 3. Select the Stride link within the Lesson Shortcut section of your home page. 4. Select the forward navigation arrow to move off the course title screen. 5. Watch the video on screen. 6. Select the forward navigation arrow. 7. Select the Start button. Your learning coach needs to enter his or her password. 8. Select that you viewed the video, and then select Finish.

101 9. Select the forward navigation arrow, and then select the Stride Academy link on the screen. 10. Start answering questions. To set up your own personal avatar, select the Home icon on the screen. Then, select here for additional directions.

ONLINE MIDDLE SCHOOL/HIGH SCHOOL ACCESS 1. Access at https://login-learn.k12.com/#login. 2. Log in using your normal Online Middle School/High School login provided by your learning coach. 3. Select the Classes tab on the landing page. 4. Select the desired Stride course card. 5. Select Content from the course navbar. 6. Access the first sub-module, Stride Math Getting Started and Resources. 7. Watch the Get Ready video. 8. Complete the 1.01 Quiz: Introduction quiz. 9. Access the 1.01 Practice sub-module via the Practice link. 10. Select the Stride Academy link on screen. 11. Start answering questions. To set up your own personal avatar, select the Home icon on the screen. Then, select here for additional directions.

GETTING STARTED SELECT YOUR AVATAR Select your avatar when you log in for the first time. You can also follow these steps if you want to change your avatar. 1. Select the avatars tab from the Home screen.

102 2. Select an avatar shown or select the arrow to scroll and choose a different avatar.

3. Select home in the left top of the screen to return to the home page.

HOW TO START 1. Select the content coin of the subject you want to practice. You may have one or more coins.

2. Start answering the content questions. 3. Use the reading tools, as needed. a. Select the Read play arrow on the tool bar to hear the question read in English.

b. Select Ver en Español in the lower right corner of the screen to hear it read in Spanish.

c. Select the + sign on the tool bar to expand it. Then, select Translate to hear the problem read in other languages.

103 4. Note that you have other tools available on the tool bar: a. Focus – select to move a focus bar around on the page. Select Focus again to turn off. b. Define – highlight a word and select Define to get the definition. c. Settings – change voice speed, text highlight, and translation options.

WORKING THROUGH QUESTIONS Select a content coin to begin work. You will see a screen like the one below.

Items to note on the screen may include: A. Skill – this is the current skill to master. B. Skill Mastery – as you answer correctly, the green bar increases to show how close you are to mastering the skill. C. Bonus Chests – you can earn bonus chests as you work. D. Help Me – select this button to access help. Help may be in the form of videos, mini- lessons, worksheet activities, or bops. E. Calculator and Notepad – select these to use a calculator or to type on a notepad. F. Problem Statement – this is the prompt to answer. G. Reading Tools – select to access tools, such as read, focus, define, translate, and settings. H. Multiple Choice or Fill-ins – select answers or type answers, depending on type shown.

104 Stride responds to you as you work through questions. • When you answer correctly, you receive coins.

• If you answer incorrectly, then you receive a pop-up.

Select OK! to get a second chance with fewer answers to select from. • When you answer incorrectly a second time, you receive a pop-up with the correct answer, if correct answers are enabled in your program.

Select OK! for a new question to display.

RAPID CLICKING

BEWARE: If rapid clicking through answer choices is detected, (in other words, you are rushing), then you will receive a warning message. If this behavior does not change, then the program clears your coins. This is to ensure that you are taking your time and learning as you go.

BONUS CHESTS You may receive opportunities to earn bonus chests as you play. These are offered as rewards and opportunities.

105 Rewards – if you are on a run of correct answers, then you could receive an award.

Opportunities – if you are having difficulty, then you may receive a message with recommended activities. This may involve videos, worksheets, mini-lessons, or bops. These activities help you learn the needed skill. Select an activity and complete it to earn your bonus chest.

BRAIN-BREAKS When you have earned enough coins to play a game, this pop-up appears:

Choose Yes to take a brain-break and play the game now or choose No Thanks to continue answering questions and play the game later.

106 HELP BUTTON When you are stuck and need a short lesson, select the Help button. The help varies, depending on the topic, but could be in the form of a video, mini-lesson, worksheet, or bop. Select any of the help suggested.

DASHBOARD The dashboard allows navigation between games and content review. There are several tabs available. • Dashboard – the top of the dashboard displays your current session time, student avatar and name, number of coins available, star points and badges earned, and questions. There is a logout icon on the right. Return to this screen at any time by selecting the < home icon.

• Home – displays content coins and recently played games.

107 • Games – displays games available by category.

• Scores – displays the point leaders, high scores, and contest results, if available.

• Badges – displays the badges earned on skill mastery or games.

• Avatars – select or change your avatar.

108 COMPUTER TIPS • Update your browser and operating system. • Check to make sure the firewall does not block Stride. • Allow files with .jpeg, .gif, and .png. • Clear browser cache to speed up game loading and response time. • Check your bandwidth to allow Stride to run quickly and smoothly. Recommended speeds are at least 4 Mb download and 1 Mb upload.

109 Strid User Guide

CONTENTS (click to jump to) OVERVIEW ...... 3 GETTING STARTED – DIRECT ACCESS USERS ...... 4 Access – Administrators/Teachers ...... 4 Creating Classroom and Instructor Accounts – Administrators...... 4 Import Students – Administrators/Teachers ...... 5 One-Click Logins – Teachers ...... 6 GETTING STARTED – VIA LMS INTEGRATIONS ...... 6 Classroom Creation and Enrollment ...... 6 Peak Access ...... 6 OLS Access ...... 7 Online Middle School/High School Access ...... 7 STRIDE DASHBOARD – TEACHERS ...... 7 Navigation Tab Overview ...... 7 Performance Ticker ...... 8 Dashboard Widgets ...... 9 Customize Dashboard View ...... 9 Grade Level Work Section ...... 10 Class Performance PMA and Gap Progress ...... 10 Skill Badges by Grade Level Work ...... 11 Work by Grade Level...... 12 Recently Awarded Academic Badges ...... 12 Individual Student Performance ...... 13 CLASS ROSTER ...... 13 CURRICULUM...... 14 Customize for an Entire Class: ...... 14 Customize for Curriculum Groups ...... 15 Customize for an Individual Student ...... 16 Assign Skills Mode ...... 16 QUIZ BUILDER ...... 18

110 Create a Folder ...... 18 Create a Quiz ...... 18 Edit Quiz Properties ...... 20 Edit Quiz Questions ...... 20 Sorting Quizzes ...... 21 Archive or Restore a Quiz ...... 21 Cloning ...... 21 ASSESSMENTS ...... 22 Progress Monitoring Assessment (PMA) ...... 22 Gap Assessment ...... 23 STRIDEXCHANGE ...... 24 Uploading Files ...... 24 Manage Files ...... 25 Learning Modules ...... 27 Assigned ...... 29 Shared with You ...... 29 Shared by Me ...... 29 Free Resources ...... 29 Trash ...... 29 StrideXchange Top Menu Items ...... 30 Student Message View ...... 30 SETTINGS ...... 30 Settings Wizard...... 30 Student Settings ...... 31 Reports Settings ...... 32 Games Settings ...... 32 Language Settings ...... 33 Class Info ...... 33 School Info...... 33 REPORTS ...... 33 Data Export Builder ...... 34

111 Standard Reports Overview ...... 35 Generate Reports ...... 35 Class Report Automation ...... 36 Parent Report Automation ...... 37 REWARDS ...... 37 RAPID CLICKING ...... 37 CONTESTS ...... 38 VIDEOS ...... 38 STUDENT SHOP ...... 39 TECHNOLOGY NEEDS ...... 40 Computer Tips ...... 40 STUDENT STRIDE ...... 41 Student Tool Kit (Access Point Agnostic) ...... 41 Student Overviews (Access Point Specific) ...... 41 APPENDIX ...... 41 Access Point Comparisons – Instructor View ...... 41

OVERVIEW StrideTM provides a unique teaching tool to motivate students toward content mastery by rewarding learning with game time. This program is a supplemental learning tool which offers a source of differentiated learning for students in Pre-K through 8th grade, including math, language arts, reading, and science content. When students solve problems or answers questions correctly, they are awarded coins. Coins can be banked and later redeemed for a brief brain-break in the form of a video game, where the student can also earn points and badges. Instructors can utilize these student accomplishments and real-time data to create motivators for focused and effective learning. Sometimes recommended activities will appear while students are working through questions. These activities can include: • Videos • Mini lessons • Worksheet activities • Bops – which guide students through solving a math problem By completing one of these recommended activities, students earn bonus coins.

112 GETTING STARTED – DIRECT ACCESS USERS Once a program’s account is created, administrators will receive their login information. Once administrators have their logins, two primary needs must be addressed: • Classroom creation – administrator action • Import students – this action can be centralized by the administrator or completed at the individual classroom teacher level. Select the role specific checklist to get started. Administrator Teacher

ACCESS – ADMINISTRATORS/TEACHERS Users receive their login information in an automated email from [email protected] once their school or classroom is created. Select here to view video short. 1. Access https://www.stridelogin.com/login/ 2. Select the I’m a Teacher or Admin tab. 3. Enter login code and password provided via email. The code will begin with a state abbreviation followed by the letter S or C and a number (i.e. AZS380637). 4. Select Login. For Administrators and Instructors, the landing page is the Stride Dashboard. Users may be asked to verify their email. 5. Update user password if desired. a. Administrator – select School Info > Change Password button b. Instructor – select Settings > Classroom Info tab > Change Password button

CREATING CLASSROOM AND INSTRUCTOR ACCOUNTS – ADMINISTRATORS Select here to view video short. 1. Select Import Classes from the navbar. 2. Download the Excel template provided. 3. Enter the following information. Be sure to delete or replace the sample data with real data. a. Class Name – This is a descriptive field. (i.e. Ms. Potter’s Grade 3) b. Grade – Use the Grade Chart found on the Import Class Data page for valid entries. c. Complete associated teacher fields (column C, D, and E) d. Language – Default languages can be English or Spanish. e. Teacher email – Email to which login information and reports are sent. f. Hints – T or F based on if program wishes hints to be provided to students.

113 g. Send email – This should almost always be Yes. This provides teachers notification that the course was created and their initial password. 4. Select Choose File. Select the recently created .csv file. 5. Select Upload. Teachers will receive an email with their login credentials. Encourage teachers to change their password via Settings > Classroom Info tab > Change Password button.

IMPORT STUDENTS – ADMINISTRATORS/TEACHERS Note: The ability to import users is restricted to those who access the Stride platform directly. Those accessing via an LMS integration must use their normal enrollment procedures. To add students to a classroom: 1. Select Import Students from the Stride navbar. 2. Select the option that best suits a program’s workflow. Administrators and teachers may see slightly different options but the directions for each are visible within the system. How to determine what is best for your program? The option a program takes is often related to its size. Many programs either opt to have administrators upload students associated with specific classrooms or opt to have teachers upload their own rosters. The efficiency to select off a master list can be overwhelming for larger programs.

ADMINISTRATOR OPTIONS: • Import Student Into Classes – this option allows administrators to pre-populate classrooms with students. Admins must know the classroom code prior to using this option. Class codes are visible via Class Manager tab. • Create a Master Roster For Teachers to Build Their Own Rosters – teachers have the ability to add students to their roster by using an .csv upload or by selecting students off a school master roster. This option provides the ability to pick students off a master list.

TEACHER OPTIONS: • Import Student From A Spreadsheet – this options allows instructors to download an Excel template and upload student data back into the system following completion. • Import Students From Archive – this option may or may not be available depending upon the age and program processes. If available, instructors can add students whose accounts were archived the previous year. • Import Students From School’s Master Roster – This option is likely to be used in programs where administrators or support representatives have preloaded students into the system. 3. Follow on-screen prompts for the option selected.

114 NOTE: Passwords are not required. However, to keep access for individual students secure, programs should assign students individual passwords. If passwords are not used, students can select any student’s name within the classroom and work as that student.

ONE-CLICK LOGINS – TEACHERS Select here to view video short. Some teachers may find they are assigned to several classrooms and receive multiple login notifications. Upon logging into one of their classrooms, teachers can associate the multiple classrooms with each other. To enable a toggle between classrooms: 1. Select Secondary Access along the navbar. 2. Select One-click Logins. 3. Select Automatically generate One-click Logins for your primary Classes.

4. Select Switch Classes toggle now visible below username.

5. Select login next to the desired course.

GETTING STARTED – VIA LMS INTEGRATIONS

CLASSROOM CREATION AND ENROLLMENT Stride can be accessed through multiple access points based on a program’s implementation. All classroom creation and student enrollments should be made through normal processes for these access points (Peak or TotalView).

PEAK ACCESS Only instructors and students can access Stride via PEAK. Administrators need to request direct access to view Stride Dashboard if desired. 1. Access https://peak.getfueled.com. 2. Enter login information provided via email from [email protected]. 3. Locate the Stride course section within the My Sections widget and select the hyperlinked section name. 4. Select the Jump To Stride icon in the upper right corner of the Section Detail screen. Instructors’ landing page is the Stride Dashboard.

WARNING: Do not change user password within Stride. Only update passwords via PEAK. 115 OLS ACCESS Only Instructors and Students can access Stride via the OLS. Administrators need to request direct access to view Stride Dashboard if desired. 1. Access https://login-learn.k12.com/#login. 2. Enter OLS login information created during previous account registration process. 3. Select the drop-down arrow associated with the Stride classroom on the OLS home page. 4. Select Unit list from specific Stride classroom. 5. Select Lesson 2 hyperlink. 6. Select Stride Academy; a new browser tab will open. Instructors land on the Stride Dashboard.

WARNING: Do not change user password within Stride. Only update passwords via the OLS.

ONLINE MIDDLE SCHOOL/HIGH SCHOOL ACCESS 1. Access https://login-learn.k12.com/#login. 2. Enter Online Middle School High School login information created during prior account registration process. 3. Select Classes from the Landing Page. 4. Select desired Stride course. 5. Select 1: Stride Practice from the content widget. 6. Select the Practice folder. 7. Select Practice link. 8. Select Stride Academy; a new browser tab will open. Instructors land on the Stride Dashboard.

WARNING: Do not change user password within Stride. Only update passwords via the OLMS/OLHS.

STRIDE DASHBOARD – TEACHERS Select here to view video. The Instructor Dashboard provides access to real-time data as well as detailed interactive reports. It will be the adult user’s landing page upon entering Stride.

NAVIGATION TAB OVERVIEW The navigation menu is located on the left side of the Dashboard. The following table identifies the features available within each tab. Selecting the tab name within the table will direct the 116 user to a location within this document to provide greater detail. Not all users see all navigation tabs.

Tabs Description Class Roster View all students enrolled in class, along with student IDs, special education designation, assessment progress, and access to customized lessons. Import Students Visible to those with rights to import students to classrooms. Allows instructors to import students from a spread sheet as well as from a school’s master roster. Curriculum Change the curriculum for an individual student, groups of students, or an entire class; choose skills or adaptive mode and adjust subject areas. Quiz Builder Create and manage quizzes.

Assessments Configure diagnostic and formative assessments to identify skill gaps and monitor progress. StrideXchange Upload and share files, author learning modules and questions, manage learning groups, and view or send messages to students. Settings View user profile, adjust language settings, reset program options, deactivate games, and control game play. Reports Generate reports and automated emails.

Rewards Transact coins and control class rewards.

Rapid Clicking Anti-guessing feature that notifies instructors of students who may be rushing through their assigned questions. Contests Create new contests for students to enhance motivation.

Videos Hosts the program’s video library and allows for the creation of playlists. Student Shop Provides rewards and incentives for students’ hard work and participation within Stride. Help & Advice Provides access to Stride FAQ’s and the ability to submit a support ticket. Secondary Access This option is only available to direct access users.

PERFORMANCE TICKER The performance ticker is located across the top of the dashboard and provides a view of student performance for the day. TEACHER VIEW:

117 STUDENT VIEW:

1. Select Realtime Stats to open a table, displaying up-to-the-minute student usage data.

2. Select the student’s name to view session statistics over the past four weeks. 3. Select Dashboard along the vertical navbar to return to the home screen, or Back to return to Class Live list. 4. Select Student View to toggle the performance ticker between teacher and student view if desired. a. Teacher View – is likely to show a lower percent correct because it only reflects a student’s first attempt. b. Student View – is likely to show a higher percent correct because the statistics count both the student’s first and second attempts for positive reinforcement. DASHBOARD WIDGETS All graph widgets on the Stride Dashboard are interactive; selecting any piece of the pie reveals additional detailed reports. By default, data displayed on the Dashboard are for the past 14 days. Users can customize the view of their Dashboard, including this default timeframe.

CUSTOMIZE DASHBOARD VIEW The following are the default Dashboard settings. To change these settings:

1. Select Customize This View located above the Dashboard charts. 2. Deselect any of the four basic widgets to remove the widget from the user’s view.

118 3. Deselect Default to last 14 days and add desired date range to change the timeframe of all Dashboard displays. 4. Select Save when done making desired changes.

GRADE LEVEL WORK SECTION Provides student groupings based on standard based performance. Mathematics is the default report subject. 1. Select the subject menu to view desired subject report. 2. Select a section of the pie to open the student grouping report. • Students will be grouped by performance based on standards they have attempted within Stride. • Best practice – use the report to determine small group instructional needs.

3. Select any student name (if hyperlink is present) to view, print or share resources with a student. 4. Select resource links within the standards description column to view additional resources. 5. Select Dashboard along the vertical navbar or the on-screen Back button.

CLASS PERFORMANCE PMA AND GAP PROGRESS School programs typically opt to use either Progress Monitoring Assessments (PMA) or Gap Assessments. It is not suggested programs use both. Each assessment type is explained later in the guide. Progress Monitoring Assessment (PMA) Gap Progress Assessment

The Gap widget will not appear unless the Gap assessment has been assigned to students. 1. Review the assessment completion percent from the widget.

119 2. Select the pie chart of the preferred assessment to view class and individual performance. 3. Review overall individual performance or class aggregate. 4. Select View the Full Gap or PMA Report to change the default thresholds and view specific standard performance. 5. Make desired date, subject and threshold selections, and then Generate Report. 6. Review charts and reports created. • Chart – classroom percentage correct on indicated assessment(s) • Table – percentage correct for individual student • Standard Table – classroom percentage by standard • Cluster Table – students’ performance per cluster group (concept topic)

SKILL BADGES BY GRADE LEVEL WORK Provides data on skill badges earned on various grades levels. 1. Select the pie color (see color descriptions below) related to the desired skill level. In this example, 6th grade skills would be the base enrolled skills of the classroom. Blue – represents the grade level of the classroom (enrolled). 6th grade skill badges earned. Green – represents skill badges earned above the classroom grade level. 7th grade skill badges earned. Yellow – represents skill badges earned at grade level below the classroom. 5th grade skill badges earned. Red – represents skill badges earned at two grades below the classroom. 4th grade skill badges earned 2. Select the bar graph for the desired subject. 3. Select the hyperlink within the summary pop-up window to display the results of skills earned or missed at the pre-determined grade level.

4. Select Back to return one level up or select Dashboard to return to the home page.

120 WORK BY GRADE LEVEL Provides summary data of grade levels (by subject) students have been working within in the set timeframe. Details within include student-specific assigned strand and skill mastery, as well as summaries of student skill performance. 1. Select the desired subject graph from the Dashboard. If accessing via the OLS or Online MS/HS, only one subject displays. The visible table groups students based on the subject selected into the four possible grade levels in which the student has been primarily working. 2. Select individual student name to view details. Student Detail Page includes four distinct sections.

TOP BAR GRAPH – represents the percentage of time a student was working on, below or above grade level. One bar exists for all subjects. The example below represents a student who for the past 14 days spent 68% of the time working within skill strands below assigned grade level.

F.A.S.T. 360 SKILL PATH TABLES - are provided for each subject that shows the most recent activity and skill assignments made through the adaptive engine. Both strand level and more narrow skill levels are tracked within the table.

SKILL PERFORMANCE TABLES - are provided for each subject listing standards and score worked on by the student during the given timeframe. Indications are also provided for the percent correct after school hours.

QUESTIONS PER GRADE LEVEL DIFFICULTY – pie graphs for each subject are provided the display the percentage of correctly answered questions at each grade level. 3. Select Back or Dashboard to return to the Dashboard home page.

RECENTLY AWARDED ACADEMIC BADGES A snapshot of recently awarded academic badges is found immediately below the Dashboard widgets.

HOW ARE ACADEMIC BADGES AWARDED? Academic badges are awarded when students meet BOTH of the following thresholds: • Students answer at least 80% of the available questions within a skill category.

121 • Students score at least 70% correct for all their answers in the skill. (This does include a student’s correct answer on the second attempt of a question.)

VIEWING ADDITIONAL BADGE DATA: 1. Select the student’s first or last name from the summary table to view student-specific badge earned history across all subjects. 2. Select Back to return to the Dashboard. 3. Select the View All Student Academic Badges below the snapshot of recently awarded badges to open table summarizing each student’s badge total. a. Select student first or last name to view student-specific accomplishments and history. or b. Select View badges awarded by date to toggle to date view rather than subject view. 4. Select Back or Dashboard to return to the Dashboard home page.

INDIVIDUAL STUDENT PERFORMANCE 1. Select See All Student Details button located at the bottom of the Dashboard home page. 2. Adjust the date range at the top of the page to view performance for a desired date range. By default, the date range is set for the past 14 days, unless the view was previously changed by customizing the Dashboard view. 3. Select Analyze, if date range was adjusted. 4. View student performance. 5. Select student name to view student details related to their specific path. This view will be the same as if viewing from the Work by Grade Level data described above. 6. Select Back or Dashboard to return to the Dashboard homepage.

CLASS ROSTER The Class Roster tab is a quick list to view and monitor assessment progress for enrolled students.

WARNING: Options to change a class roster from this location (Add Student, Delete Student, change password should never be completed by those accessing via PEAK, OLS or the Online MS/HS). For non-direct users, this screen should only be used to view information.

From the Class Roster tab, direct access instructors can add students individually, delete students, print logins and restore students who have been deleted within the past three days. Gap Settings can only be adjusted by administrators if given that privilege.

122 1. Select Class Roster from the navbar. 2. View Student ID (especially important for those accessing Stride direct and not accessing through an LMS single sign on link), Assessment completion (Progress Monitoring Assessments (PMA) and Gap Assessments), and student passwords if assigned for direct access students.

NOTE: In the assessment columns upper-case letters reflect completed assessments and lower-case letters represent started, but not yet completed, assessments. 3. Select the hyperlink for Instructional Resources for access to customized and printable lessons for an individual student. Resources will not appear until students have completed assigned assessments.

CURRICULUM This tab offers the instructor the ability to customize Stride curriculum. Customization can be applied to an entire class, groups or individual students. Customizations can always be changed or adapted. Select the hyperlink below for the customization type desired. Entire Class Customization Group Customization Individual Customization

CUSTOMIZE FOR AN ENTIRE CLASS: 1. Select the Curriculum tab along the Stride navbar. 2. Verify the active tab is Class-wide Default Settings. 3. Select subject areas to be monitored. Remember, science is not available below grade 3. 4. Check/Uncheck Show educational rationales (hints) as desired. 5. Select the Student-specific Adaptive Question Mode. • F.A.S.T. 360 Faster Remediation − Drop students to lower grade levels more aggressively after just one failed skill. − Best when instructors want to remediate students faster (up to 2 grade levels below). • F.A.S.T. 360 On-Level Skills − Students will need to fail two or more skills before dropping a grade level. − Best when instructors want students to stay longer on grade level before they drop up to two grade levels if needed. • Begin and Remain at Class Grade Level − Allows students to answer each question in sequential order; will not drop student to lower grade level.

123 • Assigned Skills Mode − Includes skill areas that Instructors choose − Disables the F.A.S.T. 360 Adaptive Engine. − Select here for further directions in completing this option 6. Select the correct - Force Class Settings On All Students and Groups option. • Off (Default) – Students and groups with custom setting will follow those, while all other students follow the class-wide settings. • On – This option overrides any custom settings. All students will follow the class settings. 7. Select Save These Settings.

CUSTOMIZE FOR CURRICULUM GROUPS 1. Select the Curriculum tab along the Stride navbar. 2. Select the Curriculum Groups tab. 3. Select New Group. 4. Enter an appropriate group name 5. Select the desired Subject(s) remember subjects available can be related to grade level or access point. 6. Check/Uncheck Show educational rationales (hints) as desired. 7. Select Adaptive Question Mode. • F.A.S.T. 360 Faster Remediation − Drop students to lower grade levels more aggressively after just one failed skill. − Best when instructors want to remediate students faster up to 2 grade levels below. • Begin and Remain at Class Grade Level − Allows students to answer each question in sequential order will not drop student to lower grade level. • Assigned Skills Mode − Includes skill areas that Instructors choose. − Disables the F.A.S.T. 360 Adaptive Engine. − Select here for further directions in completing this option. 8. Select the check box prior to any student name that is associated with the group. 9. Select Add a Group. 124 CUSTOMIZE FOR AN INDIVIDUAL STUDENT 1. Select the Curriculum tab along the Stride navbar. 2. Select the Student-specific Settings tab. 3. Select Edit associated with an individual student or Select the check box associated with multiple students and then the Edit Multiple Selected button. 4. Select the desired Subject(s). Remember, subjects available can be related to grade level or access point. 5. Check/Uncheck Show educational rationales (hints) as desired. 6. Select Adaptive Question Mode. • F.A.S.T. 360 Faster Remediation − Drop students to lower grade levels more aggressively after just one failed skill. − Best when instructors want to remediate students faster (up to 2 grade levels below). • Begin and Remain at Class Grade Level − Allows students to answer each question in sequential order; will not drop student to lower grade level.

• Assigned Skills Mode − Includes skill areas that Instructors choose. − Disables the F.A.S.T. 360 Adaptive Engine. − Select here for further directions in completing this option.

ASSIGN SKILLS MODE Instructors can opt to assign specific skills across all students within the classroom, associated groups, or individual student(s). 1. Select Curriculum tab along main navigation bar. 2. Access the Assign skill mode via one of the following actions. a. Class-wide Default Settings i. Select Assign Skills Mode. ii. Read prompt on screen and select OK. iii. Select Save These Settings » Yes. iv. Continue to step # 3.

125 b. Individual Student i. Select Student-specific Settings tab. ii. Select Edit associated with individual student. iii. Select Assign Skills Mode. iv. Select Enable Assign Skills Mode. v. Continue to Step # 3. c. Multiple Students i. Select Student-specific Settings tab. ii. Select check boxes associated with desired students. iii. Select Edit Multiple Selected button. iv. Select Assign Skills Mode » Choose Student Standards page will appear. v. Skip to step # 4. d. Curriculum Group Settings i. Determine if needed group already exists.

• Create New Group button only if a new group is desired. Follow on-screen directions to add users to the group. • Select Edit associated with the group, if a group was created previously. ii. Select Assigned Skills Mode. iii. Select Save. iv. Select the Assigned Skills tab.

3. Select Add Skills. 4. Select the appropriate subject folder. 5. Select the grade level check box. The complete list of skills for this grade level will populate in the right-hand panel for skills assigned. 6. Select the magnifying glass icon next to any skill to preview a related question before assigning.

126 7. Select the red X to the right of a skill to remove any unwanted skill from the list. 8. Select Save when complete.

QUIZ BUILDER The Quiz Builder tool provides a comprehensive method of creating quizzes for an entire class or individual students. Quizzes can easily be cloned for pre-testing and post-testing on specific standards and skills.

CREATE A FOLDER The creation of a folder will assist an instructor in organizing quizzes, extra credit work, lesson plans, or separating first and second semester assignments. To create or add to a folder: 1. Select New Folder above the table. 2. Name folder. 3. Select Create.

CREATE A QUIZ 1. Select New Quiz, located in the upper right of screen. 2. Complete Quiz details including: a. Quiz Name b. Start and end dates availability c. Descriptions/Notes for new quiz 3. Place in desired folder, if using previously created folders to organize. 4. Determine desired settings related to: a. Games during quiz availability (default is on) b. Allow quiz to be taken after hours (default is off) c. Enforce proctoring of quiz - monitor start/stop times, (default is off) 5. Select Save. 6. Select method for adding quiz questions. • Advanced Method to hand-pick questions from the full collection of Stride items across all subject areas and grade levels. • Easy Method to have Stride automatically assign questions aligned with selected standards. If Easy is selected, complete the following: − Select, Select number of questions 127 7. Select Next. 8. Select the subject folder to view grade level. 9. Select the grade level to view strand topic. 10. Select each desired strand to view standards. 11. Easy Method Previously Selected - Check each standard desired within a strand. Questions will auto-populate in the right-hand pane. Advanced Method Previously Selected – Open the standard and select desired questions. Questions selected will appear within the assigned column. 12. Review all questions selected. • Select magnify lens to preview questions. • Select red X to delete questions from the quiz. 13. Select Save when done. The quiz will appear in Quiz Builder tab. 14. Sort questions by using the green and blue arrows. 15. Select Add/Edit Question Set button in the upper right if additional standards or questions are desired. NOTE: Sort and edit questions prior to the designated start date only. 16. Check Save Scratchpad Work to save student work for an item or select the box above the questions to save student work for all items. 17. Select Assign Students on the navigation bar. 18. Check Select All to assign quiz to all students. OR Check Assigned box next to a student’s name to assign quiz to individual students. 19. Select Save.

NOTES: • The new quiz will automatically take precedence over other Stride curriculum students are working on, unless the student is taking a Progress Monitoring Assessment (PMA) or Gap Assessment. When the student completes the quiz, they will return to the Stride curriculum where they left off. • The newly created quiz will appear as a single coin with a question mark for students. Upon selecting the coin, students can begin to answer questions. • To view quiz results for a quiz, select the quiz name from the quiz builder list. Here users can view a summary of student scores and their completion status. More

128 detailed results, such as Aggregate Scores by Quiz Question, are provided on the Reports menu option for the selected quiz.

EDIT QUIZ PROPERTIES 1. Select a hyperlinked quiz. 2. Select Edit Quiz Properties in upper right of screen. 3. Fill in desired fields, as described when creating a new quiz. 4. Select Save Properties.

EDIT QUIZ QUESTIONS

Questions in a quiz listed in Quiz Builder may be edited after a quiz has been created, BUT ONLY PRIOR TO THE START DATE. To edit questions: 1. Select a hyperlinked quiz. 2. Select Questions on the top navigation bar. 3. View current questions in this screen. Select a hyperlinked question to view as a student. 4. Select Add/Edit Question Set button in the upper right corner. 5. Select either the Advanced Method or Easy Method to add questions to the quiz. • Select Advanced Method to hand-pick questions from the full collection of Stride items across all subject areas and grade levels. • Select Easy Method to choose the desired standards to assess, and have Stride automatically assign questions aligned with those standards. Select Select number of questions and then select the number desired from the drop-down menu. 6. Select Next. 7. Select the subject folder to expand it. 8. Select the grade level to expand it. 9. Select each desired strand to expand it. 10. Check each standard desired within a strand. Questions will auto-populate in the right- hand pane. 11. Continue until all standards are chosen. 12. Select the magnifying glass to preview questions and answer choices in the right-hand pane. 13. Select the red X beside a question to eliminate it. 129 14. Select Save when done. The quiz will appear in Quiz Builder tab. 15. Sort questions by using the green and blue arrows. 16. Check Save Scratchpad Work to save student work for an item or select the box above the questions to save student work for all items.

SORTING QUIZZES To sort quizzes by Name, Start Date or End Date: 1. Select the Quiz Builder navigation tab. 2. Select the desired column heading to sort the quiz list.

• Select the Name heading to sort quizzes alphabetically by title, ascending or descending.

• Select Start Date to sort quizzes by oldest to most recent. Select again to change back.

• Select End Date to sort quizzes by oldest to most recent. Select again to change back.

ARCHIVE OR RESTORE A QUIZ Quizzes no longer in use or expired quizzes can be archived or restored as needed. To archive a quiz: 1. Select the red X of the quiz to archive. 2. Select OK in the pop-up window.

To restore a quiz: 1. Select Archives button above the table. 2. Check the box of the quiz to restore. 3. Select Restore. The quiz will now appear as active on the landing page.

NOTE: Select the View All dropdown menu to apply filters narrowing the search possibilities. Remember, an instructor can also sort by Name, Start Date, or End Date.

CLONING The process of cloning allows an instructor to create an exact replica of an existing quiz and assign or schedule it again. This can be helpful when creating a pre-test and post-test. To clone a quiz: 1. Select the Clone hyperlink in the Clone column of the quiz. 2. Name the newly cloned quiz to easily identify it from the original quiz.

130 3. Enter a description of cloned material. 4. Enter Start Date and End Date. 5. Select Clone this Quiz. 6. Select Compare on the navigation bar to verify the clone was successful and compare results on pre-test and post-test.

ASSESSMENTS Stride has two types of assessments within the program to assist the instructor in evaluating student progress and performance. Some roles may have view-only visibility to the assessment settings. Users receive a message if their role does not have privileges to adjust the settings. For OLS and Online MS/HS users these are controlled at the DISTRICT LEVEL ONLY. • Progress Monitoring Assessments (PMA) provide an integrated system to diagnose skill gaps, provide differentiated intervention, and continuously monitor student growth over the school year. • Gap Assessments diagnose skill gaps, provide differentiated intervention, and measure student progress between the beginning and end of a school year or summer program. PROGRESS MONITORING ASSESSMENT (PMA) Select here to view a list of frequently asked questions for Progress Monitoring Assessments. • PMA includes four formative assessments per grade level and is designed to be administered periodically throughout the school year. • The assessments are available for Math and Reading in K–8, and for Science in Grades 3–8. • When PMA is turned on for a district, school, and class, the four assessments will be administered automatically according to a pre-determined schedule. Programs who desire flexibility with the timing of an assessment should consider using Gap Assessment instead. • All four PMA assessments are on-level assessments. When evaluating results, instructors should expect to see lower results in the earlier assessments as students have not yet received instruction on all grade level standards early in the school year. To configure Instructor PMA settings: 1. Select PMA Settings from the Assessments tab. 2. Select the radial button for On.

NOTE: Progress Monitoring Assessments have been turned ON at the administrator level for all PEAK schools. Instructors of individual classes are granted permission to override this setting and turn the PMA off, if desired, and turn it back on again when desired.

131 3. Select the subject area(s) to assess. 4. Select Allow students to finish their current test when forms are switched. • This must be checked for a student to complete their current PMA form, even when testing is turned off or forms are switched. • If this is not checked, students will receive their normal Stride curriculum setting when testing is turned off. • The student must have already started the assessment for it to remain open after the testing period ends. 5. Select Allow games during PMA, if desired. 6. Select Save.

GAP ASSESSMENT Select here to view a list of frequently asked questions for Gap Assessments. Gap Assessments diagnose skill gaps, provide differentiated intervention, and measure progress between the beginning and end of a school year or summer program. By default, the Gap Assessment will be turned off; however, instructors are granted permission to enable and schedule this assessment for their students. Three Gap Assessments are offered for each grade level in Math and Reading for Pre-K through Grade 8: • Early term – instructors may administer the early term Gap at the beginning of a school year on students' previous grade level, which assists in targeting skill deficits early on. • Midterm – instructors can utilize the midterm Gap as a pre-test on current grade level. • Late term – instructors can utilize the late term Gap as a post-test on current grade level.

The midterm and late term Gap tests for each subject and grade are strictly parallel and measure growth on similar, but novel, content.

NOTE: The PMA assessments take precedence over Gap Assessments or other curriculum settings. This means that if the PMA test is active for a given student, he or she will be given the PMA test until it is completed. Only then will the student receive the Gap test, if it is active, or other curriculum. To configure Gap Assessments: 1. Select Gap Settings from the Assessments tab. 2. Turn lock OFF to select an individual student to assess.

132 NOTE: The Class Defaults at the top of the Gap Settings table apply to all students except those who have been unlocked to their own individual Gap settings. • The Allow completion column must be checked to allow a student to complete their current Gap form, even when testing is turned off or forms are switched. • If Allow completion is not checked, students will receive their normal Stride curriculum setting when testing is turned off. 3. Select radio buttons to determine subject area and terms. 4. Select Save. 5. Select Reset to School Defaults to return to the previous defaults as necessary.

NOTE: Assessments are only available in subject areas that have been previously set in the Curriculum tab.

STRIDEXCHANGE The StrideXchange feature allows instructors to organize and upload their own instructional resources and tools and assign them directly to students through their Stride account. The main menu displays all options to create and manage .pdf files, images, or videos.

UPLOADING FILES PDF Files 1. Select Upload a File. 2. Select the PDF icon. 3. Save a file as a .pdf format. • Mac Users – Open the document and save as a .pdf file. − Choose File and then Print. − Choose Save as PDF from the PDF pop-up menu, and then − Choose a name and location for the .pdf file. • Windows Users - Open the document and save as a .pdf file. − Select File and then Save As. − Select the .pdf option. 4. Select Next. 5. Select, Select a file and open the file. 6. Fill in the required fields as marked by an asterisk. 7. Select Save.

133 Images 1. Select Upload a File. 2. Select Image or camera icon. 3. Select Next. 4. Select, Select a file and open the file. 5. Fill in the required fields as marked by an asterisk. 6. Use the navigation menu on the left to choose previous files. 7. Select Save.

NOTE: Uploading an image requires the image to be in .jpg, .jpeg, .png, or .gif format. For best results, images should not exceed 1500 px wide. Videos Prior to uploading a video, it is suggested the video be pre-encoded. To pre-encode a video: 1. Install the Handbrake encoder for Mac, Windows, and Linux. 2. Select Source and then File. 3. Select, Select a file and open the file. 4. Choose a destination where the file is to be saved. 5. Name the file. To upload a video: 1. Select Upload a File. 2. Select Video icon. 3. Select I Have Pre-Encoded My Video or I Have Not Pre-Encoded My Video. 4. Select, Select a file and open the file. 5. Fill in the required fields as marked by an asterisk. 6. Select Save.

MANAGE FILES StrideXchange provides a user the ability to manage files located in My Collection. My Collection provides an easy navigation menu to locate a variety of sources. Sample options available to the user are a simple search field and an advanced search field.

• Select View My Collection from the StrideXchange landing page to access user files.

134 • The New button provides a drop-down menu for the user to quickly add a new item to the collection of files. The function of each tab is described below.

MOST RECENT This tab displays items in the collection. User can search, preview, assign, edit, or share resources. Actions available include: • Type in keywords in Search Resources and then select Go. • Select the Show Most Recent drop-down to select the file group to view: − Show Most Recent − Recently Assigned − Shared School-Wide − Shared District-Wide • Select the Advanced button for a form to make an advanced resource search. • Select the hyperlinked file name. Action buttons in this screen include: − Preview This Resource − Assign − Edit/Share • Select the Assign button to access a screen where the previous assignment can be modified.

• Select the Unassigned button to access a screen to assign the file. • Select the red X to Trash a file.

FOLDERS This tab offers several folders to view and organize items by subject area with support for an unlimited depth of folders within folders.

To create folders: 1. Select the green New button at the top of the navigation menu. 2. Select Folder from the drop-down menu. 3. Name the folder and type a description. 4. Select Create. Instructors can add items to more than one folder, giving the option to place files in several resources for cross-curricular needs.

135 To add items to a folder: 1. Select the hyperlinked name of the folder in the list. 2. Select the add to folder + icon. 3. Search resources if desired items are not visible in the table. 4. Check the items to add in the Select column of the table. 5. Select Done.

PLAYLISTS This feature allows the user to add and organize multiple resources into ordered Playlists that can be assigned to students all at once. Actions available include: • Select the hyperlinked playlist title to view and organize items. • Select the Assign button to assign to students. • Select the Edit icon under Action to edit the title or description of the playlist. • Select the red X under Action to delete the list. To create a playlist: 1. Select the green New button at the top of the navigation menu. 2. Select Playlist from the drop-down menu. 3. Enter a name and description for the new playlist. 4. Select Save.

LEARNING MODULES To create a new module, 1. Select the New button at the top of the navigation menu. 2. Select Learning Module from the dropdown menu. 3. Enter a name and description for the new module. 4. Select Save. 5. Add items by filling the required fields as marked by an asterisk. 6. Select Save.

WORKING WITH A MODULE Select Edit in the list to open a module. The questions in the module are listed in a table and a navigation bar is above the table.

136 Actions available in the table include: • Select the hyperlinked title of a question to preview. • Select Edit Answer for editing a question answer only. • Select Edit to edit a question title, type of question, or prompt. • Select the red X to delete a question. A module can be made up of several types of items, including a display slide with custom text and images, a Multiple-Choice Question (MCQ), or a survey question. To add a new item: 1. Select Add Item (+) icon within the desired module. 2. Fill in the required fields, as marked by an asterisk. 3. Select Save. 4. Add the Answer Type and Answer for multiple choice questions when the prompt appears. 5. Select the radio button next to Text or Image for answer choices. 6. Enter rationales or educational hints for each incorrect answer choice, if desired.

NOTE: By default, two boxes for answer choices appear. To work quickly or build a larger assessment, select Bulk Upload Items to download a template and upload many questions at once. 7. Select Add Answer to add a third (or additional) answer choice. 8. Select number of attempts, if desired. 9. Select Save.

NOTE: Items may be edited later if necessary.

To preview module: 1. Select Preview Module in the navigation bar to view the module. 2. Select Click here when complete at the top of screen to return.

137 To assign module to a student: 1. Select Students on the main navigational panel across the top of the screen. 2. Select a desired student to view history and work details for student. 3. Select New Assignment to assign items to student. 4. Select Save.

NOTE: Selecting Groups from the navigation menu creates learning groups or allows quick assignments for multiple students.

ASSIGNED Select this tab to view a table of resources and students assigned. Select Results to see individual student results on an item.

SHARED WITH YOU Select from the dropdowns for Teachers, Grades, and Subject to view resources shared with you.

SHARED BY ME Select this tab to view a table of items shared with others.

FREE RESOURCES To find free resources: 1. Type keywords in the search bar. 2. Select a subject from the drop-down menu. 3. Select a grade from the drop-down menu. 4. Select Include similar and exact matches or Include only exact matches. 5. Select Search.

Preview by selecting the play button for a resource. Select Assign to for the screen to assign individual resources.

TRASH • Select hyperlinked titles in the list to preview trashed items. • Select Restore in the table to restore an item. • Select the red X to delete permanently.

138 STRIDEXCHANGE TOP MENU ITEMS

While in My Collection, there is a menu above the collection list. These are the items available in the menu: • Dashboard – select this to return to the StrideXchange dashboard. • Students – select to visit the My Students page. − Select the Students tab shows the number of items assigned, items viewed, and quizzes completed. Select a hyperlinked student name to see assigned details or make a new assignment for that student. − Select Groups tab to view groups or create a New Group. • My Collection – select to return to the My Collection page. • Messages - displays incoming questions from students, as well as outgoing messages from the instructor. Use the navigation menu on the left side to view sent messages or to compose a new message. • My Profile – instructors select Edit Profile to upload instructor information to StrideXchange.

STUDENT MESSAGE VIEW When instructors utilize StrideXchange, students will see an Inbox of messages and a Filebox of their assignments. The Inbox will display the most recent messages at the top of the list. The Filebox will also show the most recent assignments first. Both areas have a search feature where the student will be able to search the contents using keywords.

SETTINGS The Settings tab allows an instructor to change settings for students, reports, games, languages, class info, and school info.

SETTINGS WIZARD The Settings Wizard provides an instructor the ability to visualize the student’s view of Stride and control actions within the student experience.

139 To manage student and class settings: 1. Select Settings in the navigation menu. 2. Select Try the Settings Wizard! 3. Hover over the icons or games to choose a function.

NOTE: Moving the cursor across the screen will highlight areas of control, allowing the instructor to adjust settings for each feature. The following options are displayed while hovering: • Inbox icon – Select to be directed to StrideXchange. • Coin icon – Select to Manage Rewards. • Total Badges – Select to View Badge details. • Subject icons – Select to Manage Curriculum or Create a Quiz. • Game icons – Select to adjust Game Settings. • Stats Toolbar – Select to show or hide. • Star Points – Select to manage Contests. 4. Select the More arrow on the right of the screen for additional options. These include: • Show Resources – Select to Manage Instructional Resources. • Español – Select to adjust Language Settings. • Calculator – Select to Enable or Disable calculator. • Answer Boxes – Select to Enable or Disable Rationales.

STUDENT SETTINGS Change settings by following the instructions below. 1. Select Student in the Settings navbar. 2. Uncheck any of the following to disallow: • Enable dictionary word look-up • Allow Instructional Resources • Enable on-screen calculator • Allow sound and music • Enable scratch pad • Allow videos 3. Select one radial button for the Student Instant Stats Toolbar setting:

140 • Enabled for Entire Class − Check Include Correct Answer Counts, if desired • Disabled for Entire Class • Individual Student Deactivation − Select Per Student Deactivation to set individual students

REPORTS SETTINGS Follow these steps to adjust Reports settings. 1. Select Reports in the Settings navbar. 2. Type comma-separated email addresses in Carbon Copy (CC) emails to send Assessment and Summary reports to others. 3. Check the box of each to allow, if desired: • Assessment reports • Check either Weekly or Monthly in Summary reports. • Rapid Clicking reports • Assessment Assigned Instructional Resources 4. Select Update.

GAMES SETTINGS Follow these steps to adjust Games settings: 1. Select Games in the Settings navbar. 2. Select radial button in Disable Gameplay – select either Games On or Games Off. 3. Select radial button in Control game play amount. • Less game play – earn 21 coins for 60 seconds • Normal game play – earn 16 coins for 60 seconds • More game play – earn 11 coins for 60 seconds 4. Check or uncheck Allow game play during PMA testing. 5. Check or uncheck Allow game play during Gap testing. 6. Type comma-separate word list in Custom word list for Word Search Game field to create a special word list for the class. 7. Check Deactivate For the Class box by a class in the Deactivate games table or select the Select Students hyperlink to select individual students for whom the game will be deactivated. 141 8. Select Update.

LANGUAGE SETTINGS Choose language preferences for students using this tool. Spanish translations are available in Math for grades K–8 and in Reading for grades K–3. To manage language settings: 1. Select Languages in the Settings navbar. 2. Check the language option at the top of the table or individually for each student from three language options: • English Only – students receive questions in English with no option to toggle between translations. • English, Spanish Available – students receive questions in English with the option to toggle between English and Spanish. • Spanish, English Available – students will receive questions in Spanish with the option to toggle between Spanish and English. 3. Select Save.

CLASS INFO

WARNING: Only Direct Access users should make any changes (including updating password) at this location. 1. Select Class Info from the Settings navbar. 2. Fill out instructor and class information on this screen, as desired or required by your school. If accessing Stride directly, instructors can update their password from this tab. 3. Select Update.

SCHOOL INFO Check the School Info tab for accuracy. Users can view but not change this information. 1. Select School Info from the Settings navbar. 2. Verify the School listed and the School Code. If incorrect, contact the platform administrator.

REPORTS Two basic types of reports exist within the Stride program. The first is available only to the instructor role and allows instructors to build a report to meet their specific need. The second group of reports is based on pre-built parameters.

142 DATA EXPORT BUILDER Select here to view video short. The Data Export Builder allows instructors to create individualized reports based on need. 1. Select the Reports in the navigation menu. 2. Select Data Export Builder. 3. Select Create Data Export button. 4. Complete the data export wizard. Select Continue at the completion of each tab. Note items below:

SETTINGS TAB • Name – required (instructor choice) • Email (optional) – this option does not email the actual report, only a notification that the report has been populated. Emails will come from: Stride Academy [email protected]. • Dates – instructors can opt to pull data from the beginning of the year or for a more current timeframe. Data cannot be pulled from archived data. • Options: All classes your students are enrolled in – toggle off if data is desired from just this current class. Dropped, transferred, or historic classes – toggle off to view only active data. • Subject – select the desired subject(s).

DATA TAB • Seven data categories exist. • Open each category. • Select desired date fields.

STUDENTS TAB • Select individual students or the Select All option. 5. Select Finish. 6. Select Download once the report status indicates Completed. While the report is being created the status indicates Queued. Normally the report takes only a few minutes to populate. However, large data files or high-volume times may delay this time frame. Submit a case via the Service Station if the delay remains after an overnight time frame has passed. 7. Select download file format.

143 NOTE: Following the creation of the report, instructors can use this initial report to create similar reports in the future. Access the Manage menu and select Make a Copy. Make any alterations, such as a new report name, and complete the process as before. Initial selections remain active unless a change is purposefully selected.

STANDARD REPORTS OVERVIEW Select the Reports tab to land on a Quickstart page where instructors can preview a list of reports. Select the hyperlinked report name to preview in the Generate Reports tab. The reports include: • Class Summary Report – shows how a class is doing overall, with details for each student. − All student answers, including assessments − Color coded student performance − Individual subject data

• Class Gap Report – gap performance with standard-level detail for a class NOTE: Gap reports are turned off for PEAK classes. • Class PMA Report – Progress Monitoring Assessment performance with standard-level detail for a class

• Student Gap Report – per-student Gap performance NOTE: Gap reports are turned off for PEAK classes. • Student PMA Report – per-student Progress Monitoring Assessment performance • Student Grouping Report – per-standard assessment and non-assessment results with students grouped by standard. Includes linked Instructional Resources as available and appropriate. • Student Progress Report – per-student comprehensive performance data from all of Stride, including assessment and non-assessment activity • Parent Report – specially designed to inform legal guardians, showing student performance from quizzes and non-assessment activity • Stride Growth Report – shows growth of student performance within selectable date ranges

GENERATE REPORTS 1. Select Generate Reports from the Reports navbar. 2. Select report type from the dropdown menu.

144 3. Customize Report fields. • Select Start Date. • Select End Date. • Select radial button for subject(s). • Check Only include students with TANF (Free Lunch) if desired. • Check Include zero-usage students if desired. • Select range score from drop-down for Show Scores as “Failing” When Beneath This Percent. • Select range score from drop-down for Show Scores as “Passing” When Greater Than or Equal To This Percent. • Check Ignore results from virtual guest students who are enrolled in classes at your school who are not primary members of your school if desired. 4. Select Generate Report. 5. Select Print, if a hard copy is desired. 6. Read the message in the pop-up box the first time a report is printed. a. Select I understand, please don’t show me this again, if desired. b. Select OK. 7. Check the print destination. a. Select Change if needed. b. Select the destination desired. Select Save to PDF to save a copy of the report. c. Select the x in the upper right corner to close. 8. Make any other changes if desired. 9. Select Print.

CLASS REPORT AUTOMATION This tab allows instructors to set up automated emails of reports. 1. Select the Class Report Automation tab from the Reports navbar. 2. Type the primary email for the class in the first field. 3. Type comma-separated CC email addresses in the second field. 4. Check the box of each to allow as desired: • Assessment reports • Check either Weekly or Monthly in Summary reports. 145 • Rapid Clicking reports • Assessment Assigned Instructional Resources 5. Select Save.

PARENT REPORT AUTOMATION The Parent Report Automation allows the instructor to add parent or guardian email addresses to the list for weekly or monthly reports on student progress in Stride. To add a parent or guardian email address: 1. Select the Parent Report Automation tab from the Reports navbar. 2. Type the email address under the student name. If adding more than one email address per student, separate with commas. 3. Check the box for either Weekly Reports or Monthly Reports for each. 4. Select Save.

REWARDS Rewards provide instant and positive reinforcement for students’ work and achievements. The Rewards tab is the tool where coin rewards are recorded, monitored, and edited. The instructor can add extra coins to individual student accounts as a bonus for good behavior, homework, classroom responsibilities, or winning a Stride contest. To add coins: 1. Select Rewards from the navigation menu. 2. Select Transact to credit or debit coins for an individual student.

NOTE: To debit coins from an account, use a negative number. 3. To add coins as a reward for the entire class, • Select Coins for Everyone. • Select the number of coins to be rewarded.

NOTE: Negative amounts cannot be used for the entire class. Use Transact for individual students to debit accounts.

• Select Add Coins.

RAPID CLICKING Sometimes students are tempted to rapidly click through answer choices to access the Stride games. The Rapid Clicking tab monitors and corrects rapid clicking behavior to ensure students understand the importance of taking their time. The anti-guessing detection feature picks up on this behavior at once and issues a one-time

146 warning to the student. If the student does not correct the behavior, his or her coins are automatically cleared. This measure is in place to ensure that students are mastering critical foundational skills. It also protects the integrity of Stride student data reports, to ensure their value to instructors as a tool for instructional decision-making remains intact. To view a list of rapid click warnings, 1. Select Rapid Clicking from the navigation menu. NOTE: The Result column will detail who has been warned, whose coins have been cleared, and how many coins have been cleared. 2. Select Restore Coins when needed.

CONTESTS The Contest tab allows an instructor to create class-wide contests. When created, the automated tracking system will monitor star points earned or skill badges earned. Contests can be created for several events, unit themes, competitions, or simply to provide an activity over a vacation break. This tab provides the opportunity to edit existing contests, delete contests, view scores, or previews a contest. To create a new contest: 1. Select Contests from the navigation menu. 2. Select New Contest. 3. Fill in the required fields as marked by an asterisk. 4. Select Switch to Advanced View to include additional details for the new contest. 5. Select Save. 6. Select Publish to make contest live.

To edit an existing contest: 1. Select Edit on the Contest List page. 2. Adjust fields in the basic and advanced views as needed. 3. Select Photos & Logos tab to add or delete images. 4. Select Winner’s Certificates to view student’s certificate. 5. Select Preview to view contest data. 6. Select Unpublish to remove contest from student view. 7. Select Save.

VIDEOS An instructor can search and play videos or create and manage playlists from the Videos tab. Search videos by keywords, standards, or standards code, and be filtered by subject matter or 147 grade level. A playlist can be created and managed for a specific class or lesson plan by the instructor. Playlists work well in small or large group sessions, as well as on a whiteboard for online instruction. To create a playlist: 1. Select Videos from the navigation menu. 2. Select Manage Playlists. 3. Select Add Playlist. 4. Enter a name and description for the new playlist. 5. Select Save. 6. Select Add Video to Playlist. 7. Select Play Video to preview.

STUDENT SHOP The Student Shop provides rewards and incentives for students’ hard work and participation within Stride. An instructor will find the Student Shop to be their individual online marketplace for classroom rewards. The shop can be stocked with prizes such as pencils, school t-shirts, extra credit points, or maybe even lunch with the instructor. Prizes are not provided by Stride, so be creative and search for community partners or a parent group to assist in providing rewards. To create a new product: 1. Select Student Shop from the navigation menu. 2. Select Create a new product from the Quickstart menu. 3. Enter a name, coin cost, and description into each field to define the new product. 4. Select Browse to upload an image or use the dropdown menu to select a generic image. 5. Choose Yes or No to make the newly created product available to students. 6. Select Submit.

NOTE: As soon as one item has been added to the shop, students will be able to access the Student Shop on their Stride interface. Instruct them to look for the shop tab in the menu bar on the home page. To manage an existing product: 1. Select Manage existing products from the Quickstart menu. 2. Select Edit from the list of existing products. 3. Edit the information or descriptions of previously entered data. 4. Select Submit.

148 The Student Shop will track new orders each day and tabulate order history for easy reference. Tracking order history will show which prizes are most popular, allowing the instructor to add inventory. Setting up email alerts will allow the instructor to be notified when students place orders or when an item is out of stock. To track and mark orders delivered: 1. Select You have new orders from the Quickstart menu. Here orders and status can be viewed. 2. Select Delivered? once a prize has been delivered to the student. 3. Select OK to record the delivered prize.

To set an email alert: 1. Select Manage your email alert settings from the Quickstart menu. 2. Select the settings hyperlink to update an instructor email address. 3. Choose one or more email notification(s): A new purchase is made, A digested list of purchase for the day, or when an item is out of stock. 4. Select Submit.

The Student Shop allows flexibility to turn off permissions for individual students who may not be in good standing to participate. Once they've earned back that privilege, their permissions can be turned back on. To turn off permissions: 1. Select Permissions from the navigation bar. 2. Select the check box for an individual student or check Select All to turn off permissions for all students. 3. Select Save.

TECHNOLOGY NEEDS Select here for information on technical requirements and devices for effective use with Stride. Stride is a web-based program, which makes it compatible with many devices. The iPad is the most reliable tablet, and the preferred browsers are Chrome for PC and Mac, and Safari for iPad. A best practice is to always run the latest version of operating systems for support and security.

COMPUTER TIPS • Update browsers and operating system. • Check to make sure the firewall does not block Stride.

149 • Allow files with .jpeg, .gif, and .png. • Clear browser cache to speed up game loading and response time. • Check connection speed bandwidth to allow Stride to run quickly and smoothly. Recommended speeds are at least 4 Mb download and 1 Mb upload.

STUDENT STRIDE Select the desired link to view resources developed for students or view the student experience.

STUDENT TOOL KIT (ACCESS POINT AGNOSTIC) Student Tool Kit

STUDENT OVERVIEWS (ACCESS POINT SPECIFIC) Direct Access Users

Stride via PEAK

Stride via OLS

Stride via Online MS/HS

APPENDIX

ACCESS POINT COMPARISONS – INSTRUCTOR VIEW The below table highlights differences in tools available via different access points.

Online MS/HS Access Point Direct Access PEAK Access OLS Access Access Dashboard Yes Yes Yes Yes Class Roster Yes View Only View Only View Only Import Students Yes Not Visible Not Visible Not Visible Limited to specific Limited to specific Curriculum Yes Yes subject subject Quiz Builder Yes Yes Yes Yes Assessments Yes Yes Locked Locked Settings Yes Yes Yes Yes Reports Yes Yes Yes Yes Rewards Yes Yes Yes Yes Rapid Clicking Yes Yes Yes Yes Contests Yes Yes Yes Yes Videos Yes Yes Yes Yes Student Shop Yes Yes Yes Yes

150 Online MS/HS Access Point Direct Access PEAK Access OLS Access Access Help & Advice Yes Yes Yes Yes Secondary Yes Not Visible Not Visible Not Visible Access

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