The P.S. /M.S. 124

Curriculum Handbook

2014-2015

“Those who dare to teach must never cease to learn.”

-Socrates

“Be the change you wish to see in the world.”

(Mahatma Gandhi)

Table of Contents

Vision …………………………………………………………...... page 3

Mission ………………………………………….…………………...... page 3

Core Knowledge ……………………………………………………...….page 3

Core Virtues ………………………………...……………………………page 5

Common Core Learning Standards ……………………………………...page 5

NYCDOE 2013-2014 Citywide Expectations ………………………...... page 8

Teacher Evaluation and Professional Growth ………………………..….page 9

Instructional Rounds …………………………………………………….page 10

Teacher Teams and Inquiry Work………………………………………page 11

Student Goals and Progress Reports……………………………….....……page 11

Writing Samples …………………………………………………………page 14

ARIS………………………………………………………………….….page 14

Acuity…………………………………………………………….…….....page 14

Bulletin Boards………………………………………………………….. page 15

Homework Guidelines ………………………………………….….……..page 15

Learning Centers………………………………………….…………...... page 17

Planning and Plan Books ……..………………………………...... ……page 17

Response to Intervention…………………………………………………page 17

Rubrics …………………………………………………….………..……page 18

Technology ……………………………………………………………….page 18

Assessments ………………………………………………………………page 19

Academic Intervention Services ……………………….………………....page 20

Appendices: Instructional Best Practices

Appendix A: The Developmental Lesson……………………………..…page 23

Sample Lesson Plan Template …………………………...page 27

Table of Contents (continued)

Appendix B: Theoretical Foundations of Classroom Practice ...... page 29

  1. Universal Design for Learning (UDL)……………………...... page 29
  2. Scales of Cognitive Complexity …………………….…..…….page 31

a. Bloom’s Taxonomy ………………………………....….page 31

b. Depth of Knowledge ……………………………...... ….page 32

3. Project-Based Learning ……………………………...…...... …..page 36

4. Cambourne’s Conditions for Learning …………………...... …..page 36

5. The Principles of Learning ……………………………….….....page 38

Appendix C:Overview of Curricula…………..……………..…….…...... page 41

Appendix D: Classroom Management Tips...... page 48

Appendix E: Vocabulary Development Using the Frayer Model ...... page 51

VISION

P.S./M.S. 124, a Core Knowledge National Visitation Site, is dedicated to collaboratively creating a nurturing environment to inculcate all students with the knowledge to achieve high standards of academic excellence and building a culture of positive attitudes that support the personal growth of students and adults. To develop life long learners we target the tenets of school as a community where staff, parents and students are committed to excellence in education through an inclusive partnership in learning and achievement.

MISSION

P.S. /M.S. 124, a Core Knowledge National Visitation Site, is an educational community where students, staff and parents collaborate to create an educational institution providing a foundation for life-long learners. It is our goal to inculcate all members of the school community with an understanding and acceptance of diversity fostering individuality and creativity, where high expectations are the norm for all students, through differentiation of the Core Knowledge Curriculum and instructional strategies maximizing success for all students. Through ongoing data analysis coupled with individualized learning paths, students master their grade level Common Core Learning Standards in preparation for college, careers and other meaningful postsecondary opportunities.

CORE KNOWLEDGE

The Core Knowledge Model and the sequences are based on priorities for effective school reform, which is grounded in scientific research. The Core Knowledge Model integrates core content withacademic themes and promotes learning through the sequential development of knowledge spiraling through patterns. It activates prior knowledge and links the core sequences with challenging content and ground skill instruction. The program addresses the school as a community involving parents as partners in the educational growth of their students. Professional development is a key component to successful implementation of the Core Knowledge Strands.

Core Knowledge Facilitator: Judy Lefante

Each grade will meet with Ms. Lefante on a monthly basis for curriculum review, Common Core Learning Standard aligned unit development, and Core Expo planning. The time of each grade’s meeting will be scheduled in September.

Core Knowledge Resource Center

The Core Knowledge Resource Center is located on the third floor in Room 314. A comprehensive database is being developed of all literature, artwork and other resources available. Any materials that are needed must be asked for a week prior to when they are needed. Resources include: literature, fiction and non-fiction, (big books, class sets,) videos, poems, art prints, teacher-created binders, documents and lesson plans. Materials of varied levels of text complexity are available to facilitate differentiation in the classroom. Materials have to be signed out and returned in a timely fashion. When returning materials, please place them back on the shelves in the correct spot. Teamwork will keep the Core Center organized. A supplemental “Lending Library” complete with historical novels and linked non-fiction texts has been established in room 200. Please see Ms.Sussman to sign out class sets.

Note: All lesson plans must clearly indicate the differentiated resources you are using to implement the Core Knowledge Sequence.

Core Knowledge Checklist

Each teacher will be provided with a Core Knowledge Strands checklist, which must be affixed to the front of your plan book. The checklist will assist you in the implementation and pacing of the Core Knowledge Strands and Core Expo planning. See Ms. Lefante for the grade-appropriate checklist.

Core Knowledge Newsletter

A monthly grade newsletter will be developed and sent home to provide parents with information about the Core Knowledge topics being taught and upcoming topics that can be reviewed in the book “What Every ______Needs to Know”. Each newsletter must contain one assignment per month for the students and parents which should be collected and graded.

Note: All completed and proofed newsletters must be electronically submitted to Core Facilitator Ms. Lefante by the 25th of every month. They will be reviewed and run off for distribution to the parents. Middle school subject and cluster teachers will collaborate to produce grade level Core Knowledge newsletters. Responsibility for each monthly letter will be shared according to a schedule distributed in September.

Core Knowledge Expo

Each grade will collaboratively develop and present a theme to showcase for the school-wide Core Knowledge Expo. The student work to be showcased should be developed throughout the year and preserved for display in the Expo.Headings on student work should read “Core Expo” instead of a specific date. Included within the Expo will be “The Hall of Science” which will be created collaboratively by the science clusters showcasing the Inquiry-Based Science Program. Grades 7 and 8 will showcase all Exit Projects in science and social studies. These exit projects will reflect student research framed by “essential questions” that demonstrate higher-order thinking and increasing sophistication. Grade 7 and Grade 8 math teachers will showcase real world applications of mathematical content aligned with the Common Core Learning Standards.

The school year will commence with grade-specific study of Core Knowledge artists. Student work centered on these artists will be exhibited in a school-wide Core Knowledge Art Exposition in November.

Core Sayings

All classrooms should have a Saying or Phrase of the Week posted which is to be discussed and integrated into daily instruction.

Core Virtues

The Core Virtues Program is a key component of the P.S./M.S. 124 Character Education Model. Utilize the book, CoreVirtues, which provides a bibliography of books to utilize for each virtue. Below is the list of virtues to be highlighted each month for the 2014-2015 school year:

Core Virtues

2014-2015

SEPTEMBER / RESPECT AND RESPONSIBILITY
OCTOBER / SELF-CONTROL AND SELF-DISCIPLINE
NOVEMBER / WONDER
DECEMBER / CHARITY
JANUARY / COURAGE
FEBRUARY / LOVE OF COUNTRY
MARCH / FAITHFULNESS
APRIL / GRACIOUSNESS AND COURTESY
MAY / JOY
JUNE / LIVES TO LEARN FROM

COMMON CORE LEARNING STANDARDS

New York State has adopted the Common Core LearningStandards in Mathematics, English Language Arts, and Literacy in History/Social Studies and Science. These content area standards have been clarified and targeted in such a way so as to align with college and work expectations. Built upon the strengths and lessons of current state standards, they include rigorous content and the application of knowledge through high-order skills. These standards provide teachers and parents with a common understanding of what all students across the country are expected to learn and are benchmarked internationally so that all students are prepared to succeed in our global economy and society. Detailed resources and information regarding the CCLS are available on the New York State website: engageNY.org.

CCLS Differ from NYS Learning Standards

The Common Core learning Standards differ from current NYS standards in several key ways:

ELA Differences:

  • Standards increase in complexity from K-12, helping to articulate what students need to know and be able to do along this trajectory (This also assists teachers with differentiation as they look across grade levels for tiered task ideas.)
  • Literacy-building is viewed as a shared responsibility for all content area teachers.
  • Reading of informational text is emphasized.
  • There is a focus on steadily increasing students’ ability to understand more and more complex text over time
  • Research skills are integrated across standards and grades
  • Emphasis is on writing to argue, inform and explain in the upper grades to prepare students for college-level writing

Math Differences:

  • Fewer topics, more generalizing and linking of concepts, aligned with how high-achieving countries teach math
  • Emphasis on both conceptual understanding and procedural fluency starting in the early grades, with more time allotted to teach and reinforce core concepts from K-12 and some topics taught later.
  • Focus on the mastery of complex concepts in higher math through hands-on learning
  • Emphasis on mathematical modeling in the upper grades.

During the 2012-2013 school year, all students in grades PK-5 were exposed to four Common Core-aligned units of study: two in math and two aligned to the literacy standards in ELA, social studies, and/or science. Students in grades 6-12 were exposed to eight Common Core-aligned units of study: two in math, two in ELA, two in social studies and two in science.In addition to these Common Core units and tasks that students were exposed to during the previous school year, classroom teachers will plan and implement a new Common Core aligned unit with appropriate performance task that is based in the Core Knowledge curriculum, or in the case of middle school, their specialty content area.

The following selected Common Core Learning Standards continue to provide the focus for this year’s aligned tasks in literacy and mathematics:

Common Core for English Language Arts/Literacy

  1. Building knowledge through content rich nonfiction
  • Building knowledge through content-rich non-fiction is essential in developing literacy and in mastering the standards. In grades K-5, fulfilling the standards requires a 50-50 balances between informational and literary reading. In grades 6-12 ELA classes place a greater emphasis on specific categories of informational text-literary non-fiction.
  1. Reading, writing and speaking grounded in evidence from test, both literary and informational.
  • The Standards place a premium on students writing sources, i.e. using evidence from texts to present careful analysis, well defined claims and clear information. The Standards expect students to answer questions that depend on their having read the text with care. The Standards also require the cultivation of narrative writing through the grades that command sequence supported by details for effective argumentative and informational writing. Additionally students should be able to answer a range of text dependent questions where the answers require inferences based on careful attention to the text.
  1. Regular practice with complex text and its academic language
  • The Standards target the increased text complexity so that all students are ready for the demands of college and careers.

Selected Common Core Standards in Mathematics

All grades will focus on the Standard of Practice: Model with Mathematics and/or construct Viable Arguments and Critique the Reasoning of Others. In addition, grades will focus on the following Domains:

Pre-K-KOperations and Algebraic Thinking

Gr. 1-2Number and Operations in Base Ten

Gr. 3Operations and Algebraic Thinking

Gr. 4-5Number and Operations-Fractions

Gr. 6-7Ratios and Proportional Relationships

Gr. 8Expressions and Equations

The standards guide and support the instructional objectives of a lesson and should be reviewed and discussed with your students after the learning objective has been read.

Common Core Tasks and Units

In aligning units to the Common Core, teachers may choose to adopt units from the DOE Common Core Library or upgrade existing units either of their own creation or from the Core Knowledge website, coreknowledge.org.

Each CCLS unit should include:

  • Contents and skills students need to know and be able to perform that align to three to six primary standards to be assessed by a culminating task
  • A pre-assessment that helps to reveal students’ understanding of the concepts and where understanding ends/breaks down. The pre-assessment should delineate the linguistic and content needs of ELLS.
  • A series of learning experiences that build students toward accomplishing the goals of the unit and that reveal a conceptual progression and connection to relevant previously learned and future concepts.
  • A culminating task that assesses the unit’s primary standards
  • A mix of explicit teaching and student investigation
  • Explicit teaching of vocabulary (refer to
  • Access for all students through multiple means of representation, action and expression and engagement (refer to
  • Instructional supports as needed for ELL students and special needs students.

NYCDOE 2014-2015CITYWIDE INSTRUCTIONAL EXPECTATIONS

The 2011-12 and 2012-13 Citywide Instructional Expectations guided schools as they prepared for the significant new demands of the Common Core Learning Standards and Advance. The 2013-14 Expectations steered schools as they enacted these new policies.

The 2014-15 Expectations help schools reflect upon and refine their practice in order to strengthen the integration of these initiatives to prepare all students, including students with disabilities and English language learners, to graduate college and career ready. Implementation of the Expectations will support schools in building coherence among their culture, structures, and instructional core and support them in reaching the benchmarks for school quality described in the Quality Review Rubric.

Summary of the 2014-15 Citywide Instructional Expectations

Schools have been working hard to address these priorities in order to best meet the needs of their own communities. In the 2014-15 school year, schools will reflect on previous years’ successes and areas for growth in order to create and refine strategic plans that best support their students. Specifically, the 2014-15 Citywide Instructional Expectations call on schools to:

1. Ensure knowledge of students and their work, and use this knowledge as the starting point for planning;

2. Integrate policy into an established, clearly articulated instructional focus; and,

3. Develop a culture of collaborative professional learning that enables school and individual development

TEACHER EVALUATION AND PROFESSIONAL GROWTH

Under the provisions of Education Law §3012-c, the NYCDOE was required , as was every school district in the state, to establish Annual Professional Performance Review protocols for teachers and administrators in collaboration with their appropriate unions. Failing to do so has resulted in the New York State Commissioner of Education imposing a four-year APPR plan on the NYCDOE, and the CSA and UFT unions.

Under this evaluative system, teachers are rated Highly Effective, Effective, Developing, or Ineffective based on a matrix of three components:

The Measure of Student Learning- MOSL will be calculated based on the following:

  • 20% State measures (Standardized tests)
  • 20% Local measures (to be determined by a school-based Local Measures Committee)
  • 60% Other Measures of Teacher Practice - MOTP will be calculated based on the following:
  • Classroom observations based on all four domains and 8components of the 2013 Edition of Danielson’s Framework for Teaching. Domains which are 1a, 1e, 2a, 2d, 3b, 3c, 3d, and 4e. 1 and 4 will be weighted at 15% and Domains 2 and 3 at 85%.

“…if any educator is rated ineffective in both the state growth and other comparable measures and locally selected measure subcomponents, he/she must be rated ineffective overall in accordance with the legislative intent of EducationLaw §3012-c.”

-John B King, NYS Commissioner of Education

Ratings are issued at the beginning of the school year, after standardized test data from the previous year is available. Teachers who are rated Ineffective or Developing will be put on an individualized Teacher Improvement Plan for the school year.Lesson plans are concrete evidence of professional practice described in Domain 1 and will be attached to observations and placed in the teacher’s file.

Observations

An observation may be formal or informal, full period or a short time to observe a developmental lesson or item and conceptual skills. The primary objective of an observation is to improve the teaching / learning situation and to assist teachers in their professional growth. It is an ongoing process as well as a contractual issue. Both formal and informal observations can be placed in a teacher’s file. As per Education Law §3012-c, both formal and informal classroom observations must be based on Danielson’s Framework for Teaching, 2013 edition. Below are some highlights of the law regarding the observation process:

  • Teachers are given the choice of three options: (1) one formal, full period observation and at least three shorter informal observations lasting a minimum of 15 minutes each or (2) at least six shorter informal observations lasting a minimum of 15 minutes each (3) for teachers with an overall “Highly Effective rating in the previous year, at least 3 informal observations, and agree to let colleagues observe classroom at least 3 times in a year.
  • Teacherschoose an option in September at an initial planning conference. If a teacher decides not to choose an option, the principal shall make the decision as to which option shall be selected.
  • Formal, full period observations require a pre- and post- observation conference. The pre-observation conference may take place at the initial planning conference if the teacher so chooses.
  • There is no maximum number of observations.
  • At least one informal short observation must be unannounced.
  • The principal has the discretion to conduct all informal short observations as unannounced.
  • Meetings are not required after every informal observation, feedback can be provided in multiple forms.
  • Any evidence seen within the classroom or outside of the classroom (e.g. student work and/or assignments, interactions with parents etc. may be considered by the evaluator and scored on the rubric).

Instructional Rounds