Hoboken Curriculum Implementation Plan 2009

8/18/2019 Hoboken Curriculum Implementation Plan 2009

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Curriculum

and Professional

Development

Implementation Plan

for the

2009 2010 Academic

School Year

Hoboken

School

District

Submitted

by

Dr

Anthony

Petrosino

Fall

2009


2/60

Table

of Contents

Opening

Day

Agenda

2. First Day Activities

3. Curriculum Committee

by

School

4. Observation Forms

a.

TB Teacher

Observation Quicklist

b.

Principal Checklist

2

sided

5. Planned

Professional Development

Activities

for

2009-2010

a. Tools

of the

Mind

b. LitLife

c. ASCD

Understanding

by

Design

d. NJTAP tech training

e. Para/Teacher/Parent PD

6. Unit Planners

a. Unit

Plans

2009 20

10 HHS/Dr. Cella form

b. Unit Plan Template HHS/Dr. Cel la

form

c.

Observable

Indicators of Teaching

for

Understanding

form

d.

Unit Plan

Memoir

e.

MYP

Unit Planner blank

f. MYP

Unit

Planner

with annotations

7. FAQ’s

8. Supplements

a. 2007 Curriculum

Audit N J DoE

b. 2008

Science Curriculum

and

Instruction Audit

LSC

2


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Opening

Day

Agenda

Is

change necessary

to

facilitate growth?

9:00 9:15 Welcome

Remarks Overview

9:15

Break to Individual

Meeting Rooms

9:15 10:30 Individual Group

Map

Overview:

Look

at

the curriculum

map

and

discuss

what

the map

represents time

frames topics

on

the map

as

an attempt

to keep grade

levels content

material consistent

among teachers and

schools

importance

of

pacing flexibility

with

testing

schedules

UBD Unit

Planner

Overview:

Look

at the

sample

provided

and

discuss

each

section.

Discuss MYP

role of

planner

and

the

Areas

of Interaction

as

part of the unit.

Sample

Planners:

Distribute and

discuss existing

units in content areas.

Assessments:

Distribute

and discuss district assessments

as well

as

teacher assessments

in the

classroom.

FAQ: Have colleagues

complete frequently

asked

question

form

and

collect.

If time allows

discuss.

If

time does

no t allow

save

discussion

until

the

next

session.

10:30—10:45 Break

10:45 11:15

Resume

Group Meeting

Practical

Use:

Discuss

FAQ if

necessary Have

colleagues begin

planning

their

first couple

days

of

school.

How

will

they

take

the existing

curriculum planners

and make

them their

own?

11:15 11:30 Full group reconvenes

to

share questions

or comments

to be

addressed

at

future

professional

development.


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First

Day

Activities

The

fol lowing curriculum

commi t t ee

member s

will

lead discussion

on

practical aspects

of

implementing

th e

n ew cunic u lum .

Membe r s

w i ll h elp

fellow

teachers

navigate

th e

resources

th a t h ave

been

developed.

The se r esourc e s

include

curriculum

mapping

th e

Big

Idea fo r

e ac h un it

PYP

planners

MYP

planners district assessm ents and th e

updated

CD-ROM.

Middle

Social

Studies/Holocaust

Language

Arts

M athemat ics

Science

Ms.

Tara Donnelly

Ms. Andrea

Canonico

and

Mr.

Mart in

Shannon

Mr.

Lou Tag lie ri

and

Ms. Gabriella Garcia

Ms. Be ss Mi ts ako s

319

3 6

317

312

Grade

Level/Discipline

Curriculum

Committee

Room

Number

Member s

Primary

Grade

Ms.

El is e Granovsky

33

Grade

2 and Grade

3

Ms.

Veronica

Ramos

324

Grade

4

Ms.

Kelly

Sogluizzo

323

Grade

Mr. Kevin

Metcalf

322

Secondary/High School

World

Languages

Ms.

Geidy

DelaRosa

and

218

Ms.

Tasha Leggard

Language Arts

Ms. Kate Kezmarsky

318

Mathematics

Mr.

Howard

McKenzie

212

Science

Ms

Meghna

Patel

306

Social

Studies

Mr. Chris Munoz

and

220

Mr. Damian

DeBenedetto

Visual

Arts

K-12

Ms.

Fran

Cohn

and

Ms.

116

Lynn Fusco,

Health/Physical

Education

Mr.

Ryan Sorafine and

Ms.

216

K -i

2 Melanie

Kolmer

Business/Technology

Ms.

Robin Piccapietra

210

Music

K-12

Ms.

Stephanie

Safko 222

Mr.

Jared Ramos

Technology

Ms. Michele McGreivey

No Room

Assignment/Floater

Child

Study Team K -i 2

Attend

session

in

your

grade

area

to get

genera l

idea

of

curriculum

Special

Education Attend area

of

HQ

status

4


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Curriculum

Committee

by

School

The

following

faculty should be considered curriculum

resources at

the

individual

school

level

Each

of

these faculty members

spent

considerable hours

as

part

of

the

Hoboken

Curriculum Committee

and are well

versed in

the scope and

sequence

of

the

curriculum

as well as details

centering

on sta te s tandards

Understanding

by Design and

assessments

Tomlinson Beth

Brandt

Cullen Sharlette

Calabro

Donnelly Tara

Calabro

Littzi Jill

Calabro

Gualario Lea

Wallace

Ramos Veronica Connors

Shannon

Martin Connors

Sogluizzo

Kelly

Connors

Suyat Jennifer

Connors

Taglieri

Louis

Connors

Cohen Frances Demarest

DeBendetto

Damian Demarest

DeRose Helen

Demarest

England

Derek

Demarest

Kelly

Kathleen

Demarest

Munoz Christopher Demarest

Piccapietra

Robin

Demarest

Alberto Kolmer

Melanie

HHS

arfield Edward

HHS

Bruno

Isabel

HHS

Chodos

Victoria

HHS

DeLaRosa

Geidy

HHS

Kezmarsky

Kate

HHS District

McGreivey Michelle

HHS

McKenzie

Howard HHS District

Patel

Meghna HHS

Ramos

Jared HHS

Safko

Stephanie

HHS District

Sorafine Ryan

HHS

Stephens

Fiona

HHS

Taraszkiewicz

Mark HHS

Toles

Denise

HHS

Wilson Jenissa

HHS

Cacsiano Amy

Wallace

Canonico

Andrea Wallace

Cassessa

Vincent

Wallace

Fusco

Lynn

Wallace

Leggard

Tasha

Wallace

Marchesani

Romy Wallace

Mitsakos Bess Wallace


6/60

Perez

Roseangela

Wallace

Rosenberg

use Wallace

Shikham

Janice

Wallace

aglieri

Gabriela Wallace

Tirnidad

Payamps

Tania

Wallace

Yula

onna

Wallace

Yula onna

Wallace


7/60

Observation

orms

The following

are

a

series

of

observation

forms

that

were

developed by the

urriculum

ommittee


8/60

lB

Teacher

Observation

Quicklist

“What

to

look for in an MYP

classroom?”

Is

a unit question

posted?

a

If yes

what

is

the

unit question?

2

Is the teacher

focusing

on

an

Area

of

Interaction?

a

If yes

with which Area s

is the

teacher

working Approaches

to

Learning,

Health and

Social

Education

Community

and Service

Human

Ingenuity, Environments ?

3

What

pedagogical

approaches

is

the

teacher

using to structure student learning

today?

a

Independent

Student Engagement with Text

Very Evident Somewhat

Evident

Little

Evidence

No

Evidence

b

Small Group/Partner

Project

Work

Very Evident

Somewhat

Evident

Little

Evidence

No

Evidence

c

Purposeful Talk

Very Evident

Somewhat Evident

Little

Evidence

No Evidence

d Closure/Reflective

Activity

Very

Evident Somewhat

Evident

Little

Evidence

No

Evidence

e

Teacher Lecture

Very

Evident

Somewhat

Evident

Little

Evidence

No

Evidence

f

Teacher

Lecture with Multimedia

Very

Evident

Somewhat

Evident

Little

Evidence

No

Evidence

Comments:

8


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Principal

Checklist

2 sided Side

A

3-5 minute

informal

observations

eacher

Grade/Subject:

Unit

The

Big

Idea and unit

questions were displayed

so that the students

could

refer

back

to

them

throughout

the unit

Date

Date Date

Date

The rea

of

Interaction

was

posted grades

6-10

Date

Date

Date

Date

The

teacher and students were

actively engaged in

meaningful

discussion

open-ended

question

Date Date

Date

Date

The textbook

is one resource

among many

evidence

of multi medialvarious

types of resources

Date

Date

Date

Date

The

learning

activities helped

the students experience

key ideas

and

explore

the

issues

whereto

Date

Date Date

Date

The

students had

opportunities

to

generate

relevant

questions

Date

Date

Date Date

Comments:


10/60

2

sided-Side B

edagogy

omprehension

Transformation

Instruction

valuation

Reflection

10


11/60

Professional

Development

Following

are

the

Professional

Development

Plans

in

place

for

academic

year

2009 2010

to

assist

in

curriculum

implementation

and

State compliance


12/60

Tools

of Mind

Kindergarten

Implementation Plan

updated

8/5/09

Summary:

Tools of

the Mind

is a research-based

early

childhood

program

that

builds

strong

foundations for

school

success

in preschool and

kindergarten

children

by

promoting their intentional

and

self-regulated learning.

In

a

series

of

rigorous

experimental

trials, Tools of

the

Mind has

been shown

to

have

a significant

impact on

self-regulation

of

preschool

children. The

study also

found these

gains

in

self-regulation

to

be

related

to scores in child achievement

in early literacy

and mathematics.

Early

Childhood

Coordinator

Jessica Peters

and Dr. Petrosino

brought

Tools of the Mind to

the

Hoboken School

District during

the

2008-09

school

year for

PreK

grades only with

the

plan

that

“Tools” would

be extended

to

Kindergarten throughout

the district starting

in

2009-2010.

Supplies

a.

Manuals

and

Tools of the Mind books

have

been ordered

and will

be

distributed

to

the

correct

staff

once

it

is known who

is

teaching Kindergarten Completed

SPG 09

b. Classroom

materials

and

supplies

will be ordered

by

building

principals and Jessica:

do not

need to

order anymore

consumable workbooks

Completed

SPG 09

2. Training Dates

a.

June 22/23, 2009 teachers

and

assistants

we

need

to notify

current

Kindergarten

teachers that the

last

day

of

school is the

not

the

23”’

Completed

b.

Week

of July

13

Administrators

training Completed

c.

August 26-

Volunteer

Classroom

Set

Up

Visitation

d. August

31— teachers and assistants,

administrators

when

possible

e.

October

21

teachers, assistants,

administrators

f.

December 16-

ull ay Training

for Teachers

and Administrators

Substitutes

needed

g.

January 27 -

District ha s

a 1:00

day, substitutes

may

be

needed

h.

March

10-

Full

Day

Training for Teachers

and

Administrators

Substitutes needed

April

21

we

will

need

a

full

day

and district has

a

1:00 day

3.

Prep

periods

and

Coach

visits

will

attempt

to

have at least

one

common

prep

a

week,

as

many

preps

in

the

afternoon

as possible and the coach

visits

will

occur

as

often

as

we

need

them

12


13/60

LitLife

Summary:

LitLife consultants work in

schools to implement innovative

structures

for

teaching

reading

and

writing. After

a careful analysis

of a

school’s environment

and

history they

work with staff members

to enrich teaching

methods and curriculum

in

reading

and

writing.

They

help teachers

and

administrators

in realizing

their

goal:

a

happy

school

in which children

and adults alike thrive. During

the 2008 09

school year

LitLife was contracted to

work

with

teachers

in

Grades 1-3.

For the 2009 2010

school

year the contract has been expanded

to Grades 1-5. LitLife

emphasizes

reflection

and

self

regulation

consistent themes

along

the

full PreK 12

arc of

the curriculum

revision

process. Principal Lorraine Cella

was

instrumental

in bringing LitLife

to the attention

of

the district and

NCLB

Coordinator

Jennifer Lopez and Dr.

Petrosino have worked

with

sPatricia Reily and associates at LitLife

to

develop

a

comprehensive

plan for

professional development

in

literacy

for Grades

1-5.

In

addition LitLife

has assisted in

curricula

review for Language

Arts Grades

1-5.

• Meeting

with teachers

grades 2

3

either

Sept.1

or Sept. 2 TBD

at

Aug.

‘09 Principals’

Mtg

•

Tentative

training dates

have been sent

to

each

Elementary School for approval by building

adrn

in

•

Need to develop

dates for district grade level

trainings

and

to

determine

if LitLife

will

be

asked

to

participate

in

the

additional in-service activities

Sept.

Oct.

Jan.

If so LitLife

trainer availability

must

be

confirmed

with

Patty

Reilly

Following

Dates are

Planned

•

9/24 Full Day

•

10/21 In Service Trainers in

the

AM/PM workshop

•

1/27

In

Service Trainers in the AM/PM workshop

13


14/60

ASCD- Understanding

by

Design

Tentative

to

RFO

solicitation,

if

required

by BA

Summary:

Understanding by

Design,

or

UbD,

is

an

increasingly

popular tool

for

educational planning

focused

on

“teaching for

understanding”. The

emphasis

of

UbD

is

on

“backward design”,

the

practice

of

looking

at

the

outcomes

in

order

to

design

curriculum units,

performance

assessments,

and

classroom

instruction.

The UbD

framework was designed by

nationally

recognized

educators

Grant

Wiggins

and Jay

McTighe, and

published by

the Association

for Supervision

and

Curriculum

Development. According to

Wiggins, “The potential

of UbD

for curricular

improvement

has

struck

a chord

in

American education.

Over 250,000

educators

own the

book.

Over

30,000

Handbooks are

in

use.

More

than

150 University education

classes use the book

as

a

text

and

it

ha s

become the standard suggested

format for curriculum

design by

the

State

ofNew

Jersey’s Department of

Education.

UbD/ASCD

was

brought to

the

district

by

Dr.

Petrosino

in

November of

2007

and was

greatly expanded

with

the help

of


funds

and coordination

with

NCLB

Coordinator

Jennifer

Lopez. All

principals

have attended

workshops

on

UbD

and

over

50

teachers

in

the

district

primarily

on

the

Hoboken

Curriculum

Committee .

•

Sept.

24,

2009

—4

ASCD

trainers

staff

groupings TBD

•

Oct.

21

22—

Elizabeth

Rossini

•

Jan.

27*

28

Elizabeth

Rossini

•

6 additional dates

TBD

PM scheduled

district in-service day

14


15/60

Other Professional

Development

Planned

or Pending

for

2009-20

10 School Year

NJTAP

Tech

training as

of

7/709 conversation

wIE. Carvalho,

detai ls TBD

Summary:

School

districts/Charter Schools are required

to

assess students’ technological

literacy

from

state 8.1

Computer

and

Information

Standard

and

federal

NCLB,

Title

D mandates.

New Jersey

Technology

Assessment

of Proficiency

and Integration

NJTAP-IN

is a combination

of strategies,

tools and

resources

so that teachers can assess

technological

literacy

while

doing what

they already

do in

the

classroom

using

technology.

The information

sessions

that were

conducted

in

early October 2006

provided detail

on what

that

would

look like.

However,

the

NJDOE

does

no t

dictate

when or

how

assessments

are to

be done.

There

are

several

options,

such

as purchasing

an assessment

tool,

developing

a district made

tool

or adopting NJTAP IN

recommendations

NJTAP IN is

the recommended

option

• Training

schedule/ hrs.

required

• Staff involved

15


16/60

Para/Teacher/Pa

rent PD

Summary Dr.

Aniello has

a

proposal designed

fo r

After-School

but

specific sessions could

be

incorporated into in-service

days as well,

especially

for

paraprofessionals,

if

administrators

are

interested

in

coordinating

w/PD programs. r

Aniello’s

proposal:

Para

Professionals

Five 5

Sessions

September

2009

to

June

2010

3:00 to

5:00

Topics

1

Identification of students

with

Special

Needs

2.

Laws/Regulations

IDEA/NCLB/504-ADA/FERPA)

3.

Intervention/Accommodations/Strategies

4.

Behavior

Management

5.

Inclusion

6. Co-Teaching

7.

Bullying

8.

Autism

9.

Para

Professional

Parent Communication

10. Teacher Para Professional

Communication

Hoboken Professional

Development

For Teachers

All teacher

sessions

conducted

will

be

geared

to

individual

schools and

staff

at

the

various

educational

levels

•

During

School

Professional Development

Days)

•

After

School

Faculty’

Meetings)

• Observation,

consultation staff

classroom

follow

up

Topics

1

Inclusion

2. Co-Teaching

3.

Behavior

Management

4. Assistive

Technology

5.

Intervention/Accommodations/Strategies

6.

Bullying

7.

Laws/Regulations

IDEA/NCLB/504-ADA/FERPA)

8.

Identification of students

with

Special

Needs

9.

Teacher

Parent

Communication

10.

Teacher/

Para

Professional

Communication

Hoboken Parent

Educational Program

Topics

1

Bullying

2.

Understanding

your Child

as a Student

a. Home Work

b.

Classroom

c. Social

interaction

3.

Your

Child

and

Special

Needs

16


17/60

4. Effective

Home/School

Partnership

a.

Communication

b.

Cooperation

c.

Responsibility

Parent/Child/Teacher

5.

Transition

Stages

in Education

a.

Entering Kindergarten

b.

Sixth

6)

Grade

c.

Junior

High School

d.

High School

These listed

PD

activities are

district-wide

SINI

schools are

required

to

spend

mandated

PD

reserves

)

to

address their

specific issues/concerns

in not

meeting

AYP.

17


18/60

Unit Planners

Dr

Lorraine

Celia


19/60

Unit

Plans

2009-2010

Unit

plans/lesson

plans are

due prior to

implementation

to

your

supervisor.

In

addition,

all

general

educators

must provide

copies

of

unit plans

to

their

special educator on the

same day

that

plans

are given

to

the

supervisor.

The

inclusion teacher,

then, over

the

course of

the unit, will

modify

lessons

as

per IEPs

Those

modifications

study

guides

word

charts,

graphic

organizers, T-charts,

mnemonics,

KWL

charts

etc.

should

be submitted

to

special

education

supervisor

principal

upon

completion

of the unit

In theory,

if

you plan units for

about 4

weeks, the

following

dates

might

serve as

“due

dates”:

General

Educators: In-class

Support

Educators:

September 4

End

of

Sept/beginning

of

Oct

October

2

End of

Oct/beginning

of

Nov.

November 3

End ofNov/beginning

of

Dec

December 4

You

get the

picture

January

8

February

March

April

2

May

7

June

4

Plans

should

include

tests, quizzes,

rubrics,

etc

Midterms

and

finals

are

to be

generated by

course,

so

these

exams

need to

be

“common”.

I

understand

that

the

curriculum

committee

has

written

some

common assessments.

These should be reviewed

as

soon

as

possible.

Teachers

new

to a

subject

should

also

see

their

supervisor

for

a

suitable

“due

date”

schedule.

Teachers

who plan

units

longer

than

4

weeks,

simply

need to

alert

their

supervisor.

9


20/60

Side

A

Unit Plan

Template

2009-2010

Teacher’s

name:

Co-teacher:

if applicable

Course:

Unit

Title:

Dates

of

unit

delivery:

tage

One Desired Results

should

not be differentiated

ssential

Questions

and

area

of

interaction

for

grades

and

10

Knowledge

What do

I want my students to

know?

Skills What

do

want my students

to

be

able to

do?

tage

Two Assessment

Evidence

How

do

I know

what

my

students

learned

and can

do?

Differentiation

is

likely

Performance Tasks

Other Assessment Evidence

20


21/60

Side B

Stage

Three

Learning

Plan aka

Lesson Plans aily

work

should

be

differentiated

21


22/60

Name

Date

Observable

Indicators of

Teaching

for

Understanding

What

does

“teaching

for

understanding” look

like?

What would

we expect

to

see

in an

Understanding

by

Design

classroom?

The

following list of observable

indicators

includes

items

can

be

found

on

pages 268 and 269 in Understanding

Design:

Professional Development Workbook

by

Jay

McTighe

and

Grant Wiggins.

N N

not

noticed

5

Clear

3

Somewhat Clear

Misguided Misunderstood

The

Unit

and

Course Design

Units and courses reflect

a

coherent

design. Big

ideas

and

Essential

Questions

clearly

guide

the

design

of,

and

are

aligned

with

assessments,

teaching,

and

learning

activities.

In

the

design,

clear

distinctions

are

made between

Big

Ideas

and

Essential

Questions, and

clear

indication is given of

knowledge and

skills necessary

for

learning

the Big

Ideas and

answering the

Essential

Questions.

Multiple

forms of assessment

allow

students

to

demonstr te

their understanding

in various ways.

Instruction

and assessment

reflect the six

facets of understanding.

The

design

provides

opportunities

for

students

to

explain,

interpret

apply,

give

perspective,

empathize,

and examine

their

own

self-knowledge.

Assessment

of underst nding

anchored by

uthenti

performance

tasks

calling

for students

to

demonstr te

their

understanding

and apply

knowledge and

skills.

Teacher,

peer,

and

self-evaluations

of

student produ ts

and

performances

include

clear criteria

and

performance standards.

The

unit

or course design enables

students

to

revisit

and

rethink

important

ideas

to

deepen their

understanding.

A

v riety

of resources

are

suggested.

The

textbook

only

one resource

among

many

instead of

the

syllabus .

Comments:

22


23/60

N N

not

noticed

Clear

Somewhat

Clear

0

Misguided Misunderstood

The

Teacher

Informs students of

the Big

Ideas

and Essential

Questions,

performance

requirements,

and

evaluative

criteria

at

the beginning of

the

unit

or

course.

Hooks and

holds students’ interest

while they examine

and explore

Big

Ideas

and Essential

Questions.

Uses

a

variety

of strategies

and interacts

with

students so

as

to

promote deeper

understanding

of

subject

matter.

Facilitates students’ active construction

of meaning rather

than

simply

“telling” .

Promotes

opportunities

for

students

to unpack their

thinking to explain,

interpret

apply,

give

perspective,

empathize

and examine

self-knowledge incorporates

the six facets of understanding .

Uses

questioning, probing,

and

feedback

to stimulate

student

refection

and

rethinking.

Teaches

basic knowledge and

skills

to help

students

uncover

Big

Ideas

and

explore Essential Questions.

Uses information from

ongoing assessments

to provide

feedback

for

guiding

rethinking

and revising instruction

Uses information from

ongoing

assessments to check

for

understanding and

misconceptions

along

the

way.

Uses a

variety

of

resources more

than

text to promote

understanding.

Comments

23


24/60

N/N

not

noticed

5

Clear

Somewhat

Clear

0

Misguided/Misunderstood

The Learners

Can describe the

goals

Big

Ideas

and

Essential

Questions

and performance

requirements

of

the unit or course.

Can

explain

what they are

doing and

why

i.e., how

today’s

work relates

to

the

larger

goals .

Are

hooked

at

the

beginning

and

engaged

throughout

the

unit.

Can

describe

the

criteria by

which

their

work will

be evaluated.

Are

engaged in

activities

that

help

them

to learn

the

Big

Ideas and answer the

Essential Questions.

Are

engaged in

activities

that

promote explanation,

interpretation

application,

perspective

taking,

empathy

and

self-knowledge

the

six

facets .

Demonstrate that they

are learning

the

background knowledge

and

skills th t

support

the

Big

Ideas and Essential

Questions.

Have opportunities

to generate relevant questions.

Are

able

to

explain

and justify their

work and

their answers.

Are

involved

in self-and

peer

assessment based

upon

established

criteria

and

performance standards.

Use

the

riteri

and rubrics

to

guide and revise

their

work

Set

relevant

goals based

on

feedback

Comments:

24


25/60

Teacher’s name:

XYZ

Memoir

Co-teacher: if

applicable

ABC

Course: English I

Unit

Title:

Writing

Memoir

Dates of

unit

delivery: September

possibly

into the first

week of

October

tage

One:

Desired Results

This

writing

unit is based on the theory

that if

I want

students to

write

in

a particular

genre, they

need

to

read

and

analyze

that

genre first.

Therefore, we

•

will

study

memoirs that

students

can “write like”

• will

mentor

authors, analyze writing

structures/techniques

employed

by

authors

•

will

ultimately

construct an

original

memoir

of object,

place,

event

or

person

utilizing

the stages

of

the

writing

process.

ssential Questions Areas of Interaction: Approaches

to

Learning/Human

Ingenuity

While reading and analyzing memoirs:

How

can we

read

as

writers

do?

2

What

are

effective writing

structures?

3

How do authors

craft

experiences into

engaging

memoir?

After several memoirs have

been

read:

4. What if

any common

themes emerged

in

our

mentor

memoirs?

As students

craft

their

memoirs:

5

Which small moments

in

our lives

can

be

developed

into effective

memoir?

6

What can

we

learn from writers

to

improve

our

own

writing?

Knowledge What do

I want

students to know?

•

that

small

moments

in

our

lives

can be shaped into effective

writing

• that detail and word

choice

are

critical elements

of

good

writing

• that “good” writing

is unified

and “sticks” together

• that

good

writing

takes time, is really hard

work, and

is

not easy for anyone

• that

effective

writing

involves risk taking

• that revision strategies

are

keys

to

successful

writing

pieces

Skills

What

do

I

want students

to

be

able

to

do?

3.4 Reading:

use

speaking,

listening, viewing to

assist with reading;

6

read

literally, inferentially

and critically;

8

read

with

comprehension;

9.

use

prior

knowledge

to

extend

reading

ability

and comprehension

and

to

link

aspects

of the text with experiences and

people;

25


26/60

10.

identify passages

that support point

of

view;

11. distinguish

person opinions

and

POV from

those of the

author;

12

identify

elements of

memoir;

14.

identify

memoir as a literary

form;

15.

expand

vocabulary

using

appropriate strategies;

18.

begin to

identify common

aspects of

human

existence;

21. analyze

text

patterns of

organization;

22. analyze text purpose, ideas, and style of author;

23. understand the

role of characters,

settings, and events;

24. understand the

concepts

of

figurative language;

28.

analyze

how the

works

of a

given

period

reflect historical

events and

social

conditions;

31

.understand the

effects of literary devices;

32. understand the range of literary

forms memoir

and

content that elicit

aesthetic

response.

3.3 Writing:

1 use speaking,

listening,

viewing to

assist

with

writing;

2.

write from

experiences,

thoughts,

and feelings;

3

use writing

to

extend experience;

4.

write for

a

variety

of

purposes

memoir/personal

narrative ;

5.

write

on self-selected topics in

a

variety

of

literary forms

memoir ;

6

write

collaboratively

and

independently;

7.

use a

variety

of strategies for

developing

ideas

about which

to

write;

8 synthesize

information from

multiple

memoirs;

9.

use

figurative

language;

10. revise

content, organization

and

other

aspects of writing

using

self, peer and

teacher collaborative

feedback;

11. edit

writing for developmentally

appropriate

syntax,

spelling, grammar,

usage and

punctuation;

12.

publish

in

a

variety

of formats memoir ;

13. establish

and use

criteria for self

and

group

evaluation

of written

products;

14. develop

a

portfolio

of writing

Listening,

speaking,

viewing are

also

ongoing

parts of unit

although

not

the

focus.

Stage

Two

Assessment

Evidence

or

How

will

I

know what

students

learned and

can

now

do?

Performance

Tasks

Upon completion

of

this

unit

students will

construct

a

memoir

applying/incorporating

various

techniques

learned

from our

memoir study.

se e

rubric

attached

Other Assessment Evidence

Annotated copies of mentor memoirs

housed in folder

26


27/60

Notes on authors

Writers

notebook

of

try its

Drafts

and annotated

drafts of original

memoir

Process

essay

meta-cognitive

Stage

Three: Daily

work

include

handouts,

rubrics,

quizzes

etc.

Premise

for daily

work:

Students

must

read a particular

genre if we

want

them

to write

in that

genre.

So

the

first

two

weeks

are

spent

analyzing

memoirs

pieces. The

last two

weeks

are spent

“writing”

memoir. For

the purpose

of this

sample, an brief

outline

is

included

anyone

who wishes

more detailed

daily

plans/information,

see Lorraine

Celia.

Day

One:

Read

aloud

“The

Jacket”.

Provide

photocopy

and

highlighter

to

each

student.

Annotate

and discuss

based

reading

CPIs

memoir of

object.

Discuss the significance

of the jacket to

the

writer

and how it touches

the

reader’s

life,

too.

Day

Two:

Read aloud

“Hunger” from

Black

Boy

memoir of event.

Then provide

photocopy

to

each

student and

a

highlighter.

Ask

students

to

re-read,

highlight

and annotate according

reading

CPIs. Review

as

necessary

based

on

yesterday’s

discussion.

Day

Three....

Differentiated

Instruction:

Arrange students

into 4

groups

with

leveled memoir

pieces,

etc.

Students

work

in

teacher determined

groups on reading

strategy: Visualization.

Challenging

Pieces:

“Homeward Bound”

memoir of

person

“The

Long

Tale of

Madonna

the

Iguana”

memoir

of object

Moderate:

Excerpts

from “But I’ll Be

Back

Again”

memoir

of event

Easy:

“Eleven”

memoir

of

event/object

Day

Four:

Jig

Saw

yesterday’s

work.

Day

Five

Ten

Emphasis

on

What

is

the So

What of the

piece?

“The

Visit”

memoir

of

person

“The Kitten”

memoir of event

“Barbie

Q”

memoir

of

object

27


28/60

“ intendo Saved

Me”

m moir

of

object

ext

two weeks

is spent

brainstorming drafting,

revising

an

original slice

of life

memoir

using each piece

studied

as mentor

piece.

For detailed daily

plans, see L.

Cella

28


29/60

Y

Unit Planner

lank


30/60

Stage

Integrate

significant

concept,

area

of interaction

and

unit

question,

and ensure

it

can

be

assessed

i; ?

44

4

Unit

Title

Teacher s

Subject and Grade Level

Time frame and

Duration

Area

of

Interaction

Focus

Which

Aol will be

your focus?

Why have

you

chosen this?

Significant

Concept s

What a re t he big

ideas?

What

do

want

my

students

to

retain

for

years into

the

future?

MYP

Unit

Question

Assessment

What task s

will

allow

students

the opportunity

to

respond to the unit

question?

What will

constitute acceptable evidence

of

understanding?

How will

students show what

they

have understood?

Which specific

MYP

objectives will

be

addressed

during

this

unit?


31/60

Which MYP

assessment

criteria

will

be

used?

Stage

2:

Backward

planning: from

the

assessment

the learning

activities

through inquiry

Content

What

knowledge

and/or

skills from

my

course

overview

are going

to be used

to

enable

the

student to respond

to

the

guiding

question?

What

if any

state

provincial

district or

local standards/skills are

to

be

addressed?

Approaches

to

Learning

How will this

unit

contribute

to the overall development

of subject-specific and

general

AtL skills?

Learning Experiences

Teaching

Strategies

How will we use formative

assessment

to give

students

How will students

know

what is

expected of

them?

Will

they see examples

rubrics templates

etc.?

feedback

during

the unit?

How

will

students acquire

the

knowledge

and practise

What

different teaching methodologies

will we

employ?

the

s lls

required? How

will they practise

applying

How

are we differentiating

teaching

and learning

for

all? Have

these?

we considered

those learning

in

a

language

other

than

their

Do the

students

have

enough

prior

knowledge?

mother

tongue? Have

we considered

those with

special

educational needs?

3


32/60

Resources

What resources are

available

to

us?

—low will our

classroom

environment local

environment and/or the community

be used

to

facilitate

students’

experiences

during

the

unit?

Ongoing

reflections

and

evaluation

n

keeping

an

ongoing record

consider

the

following

questions

here are

further

stimulus

questions

in the

unit

planning section of

MYP:

from

principles

into practice

Students and

Teachers

What did

we

find compelling?

Was

our disciplinary knowledge/skills

challenged in any

way?

What inquiries arose during the learning?

What

i

any extension activities

arose?

How d id we reflect both on the

unit and

on our

ow n

learning?

Were there any attributes of the learner profile that were

encouraged through this

unit?

Were

there any opportunities for

action?

Possible

connections

How

successful

was the collaboration with other teachers within

my subject

group and

from other

subject groups?

What interdisciplinary

understandings

were or could be forged

through collaboration with

other subjects?

Assessment

Were

students

able to

demonstrate

their learning?

Did

the

assessment tasks

llow students

to

demonstrate

the

learning

objectives

identified for this

unit? Did make sure

students were

invited

to achieve at

all

levels

of the criteria

descriptors?

Are we prepared for the

next

stage?

Data collection

How did decide on

the

data

to collect?

Was

it

useful?


33/60

Unit

Title

Theme

of

the Unit

Teacher s

Subject and Grade Level

Time frame and uration

Stage I: Integrate significant concept,

area of interaction

and unit

question,

and ensure it can

be

assessed

Area of

Interaction Focus

Which

Ao l

will

be your focus? Why have

you

chosen

this?

There

are five Areas of Interactions:

• Community and Service

•Health

and Social

• Environments

•Human Ingenuity

.Approaches

to

Learning

Each

unit

should include Approaches

to

earning

and

one

additional Area

of

Interaction

Significant

Concept s

What are the big

ideas?

What do

want my

students to retain for

years

into

the

future?

• Understanding from

Big

Idea sheet UBD

planner

MYP Unit

Question

• Essential question

Each student

should

be

able

to

answer

the unit question

at

the end

of

each

unit

The

unit question should

summarize

the entire

unit


34/60

Assessment

What

task s will allow students the opportunity to respond to the

unit

question?

What will constitute

acceptable

evidence

of understanding?

How

will students show what

they

have

understood?

• Summative

tasks

•

Formative

tasks

Which

specific MYP

objectives will be

addressed

during this unit

•

Variable

based

on subject

• Obtainable from

subject guides available

on N

drive

Which

MYP

assessment criteria will be

used?

•

MYP assessment criteria

• Obtainable

from

subject guides available

on

N

drive

Stage

2:

Backward

planning: from

the

assessment

to

the learning

activities

through inquiry

ont nt

What

knowledge

and/or

skills from my

course overview

are going

to

be used

to

enable the student

to

respond

to

the

guiding

question?

What if

any state,

provincial, district, or

local

standards/skills are to be

addressed?

•Established

oalsfrom

Big

Idea

sheet UBD planner

•NJCCCS

Approaches

to

Learning

How

will

this unit

contribute

to the

overall development

of

subject-specific

and general

AtL

skills?


35/60

•Variable

based on

subject

Learning Experiences Teaching

Strategies

How will

we

use

formative

assessment

to

give

students

How

will students

know

what is expected of

them?

Will

they

see

examples

rubrics

templates

etc.?

feedback

during the unit?

How will

students

acquire

the

knowledge

and practise

What

different teaching

methodologies

will

we

employ?

the

skills

required?

How

will they

practise

applying

How

are we

differentiating

teaching

and

learning

for

all? Have

these?

we considered

those learning

in a

language

other

than their

Do the

students have

enough

prior

knowledge?

mother

tongue?

Have

we

considered those

with

special

educational

needs?

Vary

based

on teacher

•Vary

based

on

teacher

Resources

What

resources

are available

to

us?

How

will our classroom environment

local

environment

and/or the community

be used

to

facilitate

students’ experiences

during

the

unit?

Variable

examples

may

include

•Textbooks

•Novels

.Technology

• udio

•lnternet

‘Video

Ongoing

reflections

and evaluation

In keeping

an

ongoing

record

consider

the following

questions. There

are

further

stimulus questions

in

the unit planning

section

of

MYP:

from principles into

practice.

Students and

Teachers

What did

we

find

compelling? Was

our disciplinary

knowledge/skills

challenged in any

way?

What

inquiries arose

during

the learning?

What

any

extension

activities

arose?


36/60

How

did

we

reflect

both on the unit and

on our

own learning

Were

there any

attributes

of

the learner

profile that

were

encouraged through

this

unit

Were

there

any

opportunities

for

action

Possible connections

How successful

was

the

collaboration with

other teachers within

my subject

group and

from

other

subject

groups

What

interdisciplinary

understandings

were

or

could

be forged

through collaboration

with

other

subjects

ssessment

Were

students

able to

demonstrate their

learning

Did

the assessment

tasks

allow

students

to demonstrate

the learning objectives

identified

for this unit

Did

make

sure

students were

invit

to

achieve

at

all

levels of

the criteria descriptors

re

we

prepared

for the next

stage

Data

collection

How

did

decide on

the

data

to collect

Was

useful

• Unit reflection

based on

students

and

teachers


37/60

FAQ Curriculum

Implementation

How am

I supposed

to implement

this

curriculum

when

I have

not had

any

real

training?

The curriculum was designed

and created

by Hoboken

teachers for Hoboken

teachers. As

licensed

professionals. it is

the expectation

of the S ta te and the District

that you

are

able

to

deliver

standards based

curriculum

There

has been much

time and

effort placed in

trying

to

provide

as many

support

materials

as possible

for you.

In

addition there

have

been

and

there

will continue to

be long term systemic


opportunities for

district

teachers

in

such areas

as “Understanding

by Design” “Tools

of

the Mind”

“LitLife”

and the

International

Baccalaureate

program

Additionally,

each

school

has

a

number of curriculum

committee

members

on

staff

and

should be

able

to

provide

some

assistance and

guidance

during

common planning

period. And ultimately

your

building

principal

is the instructional leader

of

your

school and

has

attended

workshops

on numerous

aspects

of the

curriculum.

They

should

be considered

another

resource

to be

utilized

for

curriculum

implementation

Where

do

textbooks

fit

into

the implementation

of

the

curriculum?

Textbooks are certainly

a

resource

to

be

utilized

for enacting

curriculum

but they

are

no t

the only resource.

There has

not been a change

in

the textbooks

the district

uses no r has

there been any

acceleration or deceleration for

new

textbooks.

If the

curriculum

was

textbook

dependent we

would

need

to

revise

the curriculum

every time we adopted

new

textbooks

or changed

textbook

publishers. With the

new

curriculum

we will be less

dependent on

textbooks but

they will

still

be a useful resource

How

will

planning be different or not

compared

to previous

years?

Preparing to teach

will

be

more

time

consuming

if

done

correctly

but certainly more

interesting.

More

reading

of

supplemental

materials

finding

accessible

texts

to support

content creation

of

formative and

alternative

assessments

components

of

effective

instruction

that research shows leads

to engaged

professional

activity

and

positive

student

outcomes.

It is quite possible

that

some

aspects

of

planning

may

be easier

than

in

years

before since

you will now have at

your

disposal

a

full

curriculum

mapping

of all

topics

to

cover

for

the

year unit

planners,

essential question

guides and

suggestions

for

evaluations assessments

and

additional resources.

It was the

hope

of the committee

that

this

would facilitate planning

How come the unit

plans

do

not

follow

the

textbook?

Most

of these objectives have been completed by

the curriculum

committee over the

past

18

months and

also previously

gone ove r

in lB Workshops

that many

district teachers

participated

in

over

the last

years.

Again

the

textbook is

a

resource

bu t does not take

the place

of

the

unit

planner

which

helps

the student

link the

curriculum

to

broader

more

integrated

topics.

37


38/60

The

unit

planner

is

meant

as a tool:

Starts

from an

area

of interaction

context

Includes

the MYP

objectives in stage

of

the

planner

What Makes a Good Unit?

Is the

unit

driven

by

an

open-ended, multifaceted unit question

that engages

students?

Are

the

significant

concepts

and

unit question

conceptually

based?

Does it

focus on one

main

area

of

interaction

and

potentially

leads

to

interdisciplinary learning?

Will the

unit

be

guided and driven

by

the

MYP

unit question

that

integrates the

significant concept s

of

the

subject matter with

the

context

provided

by

the areas

of

interaction?

Do

the

assessments

distinguish

students’

engagement with

the

MYP

unit question

and learning

objectives?

•

Do the

assessments

provide

varied

opportunities

for the

students

to

show

their

knowledge,

understanding, skills

and attitudes?

•

Have

appropriate assessment

criteria been

selected and aligned with subject

objectives?

When

am

I

supposed

to do

all this new

planning?

I

only

have

one prep

period a

day?

As

professionals,

teachers

are

expected

to

devote

to

their assignments

the

time

necessary

to

meet

their responsibilities,

bu t they shall not

be required to “clock

in or

clock

out”

by

hours or minutes” While Moreover,

all

elementary

teachers

sha ll be

granted

one

1

preparation

period

per day”,

the planning

period

is to help

supplement

the

requirements

of a

planning period

and

not

to

indicate that

professionally

speaking, all

that

is

needed to

be done to prepare

for

a

day’s

worth of

teaching

can be professionally

accomplished

in

a

40 minute

per iod. The

expectation

is that you will

do

the needed

preparation

to

deliver

effective

instruction

utilizing

the

revised

curriculum

How will

the

new

curriculum address

the

needs of

my “bright”

or

“accelerated”

child?

It

is

the expectation that

the

district

will

continue to

meet

the

needs of all its

students by

basing

instruction

on

the

individual attributes,

aptitudes

interests,

and competencies

of

each

student

in

the

district

38


39/60

How

will

the

curriculum

help

raise

test

scores?

Evidence

from many studies

supports

the

contention

that accountability

testing narrows

curricula

to

mostly English and mathematics ,

the subjects

that count

for No Child Left

Behind

NCLB .

The extra

time spent

on

the tested

subjects detracts from

many

other

aspects of schooling.

The impact is

greatest in

schools labeled

“in

need

of

improvement”

by NCLB,

which tend

to

be those serving low income and

minority

students. Studies

find

that high stakes

testing

damages all

three

aspects of

the

curriculum:

subject

matter

content, structure or

form

of

content knowledge

and instructional

practices. The

dominant trend is that

testing

narrows

content to tested subjects. In

the

tested

subjects,

knowledge

tends

to

narrow and

become

fragmented

into

“bits and pieces

learned for

the

sake

of

the tests themselves.”

Also,

high stakes

testing

often leads

to

more

lecture based

teacher-centered

ways of

teaching which other

research has

found fails

to

enhance

learning. In the end ,

raising test scores

is

probably

more

about pedagogy than

curriculum

but, if enacted

as

intended

this

curriculum

and resulting pedagogy

it supports should

see

gains

in student learning.

How

that

translates

to

standardized testing

will

be

based largely

on how much and

to what degree

people “teach

to the

test”

as opposed

to

“teaching

to the

curriculum and to the

standards.”

Where

can

I get a copy of the

new

curriculum?

CD’s

will

be

provided

to

all

faculty and administrators.

In

addition

it is the intention that

hard copies

will

be

printed

and

will

be available

in each school

and in

the

Hoboken

Board

of

Education located

at 1115

Clinton Street.

Will

all

the

schools

be

using

the

same

curriculum and

textbooks?

All

the schools wil l be

using

the same curriculum.

Textbooks

and other

resources

will

be left

largely

to district and

school

administrator’s

discretion.

How

will this impact

homework

and

testing?

Homework and

testing will

remain

consistent with Board

policy.

39


40/60

Cu

rric

ulu

m

Au

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R

ep

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Hoboken

School

District

Feb

rua

ry

6

Ma

rch

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07

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Feb

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b.

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8

M

ar

.

Connors Primary

9 Feb.

28

W

alla

ce

Pri

mar

y

6

Feb

.

28

F

oc

us

an

d

Qu

esti

ons

Th

e

f

ocu

s

of

thi

s

re

por

t is to

do

cum

en

t

evi

den

ce pert

ain

ing to

th

e

fo l

low

ing

o

ve ra

rch

ing

qu

es t

ion

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Is

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re a B

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d

a

pp

rove

d

cu

rric

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m tha

t

i

s

a

liae

d

to

NJ

QS

AC

elem

en

ts

in

e

xis

tenc

e

fo

r a

ll of t

he

s

ub

co

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rea

s?

2

.

T

o

w

ha

t deg

ree is

the Di

stri

ct’s

curr

icu

lum bei

ng im

ple

men

ted

i

n

th

e

c

las

sroo

ms

?

3.

Is

the

academic

program

suppor ted

by

staff

development?

4.

W

ha

t staf

f

d

eve

lop

me

nt

ha

s

t

he

d

istr

ict

h

ad

sin

ce

Sep

tem

be

r

20

05 a

nd

wha

t has

it

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41/60

u

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ri

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lu

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it

R

e

po

r

t

Pro

ces

s

U

se

d in

all

S

cho

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D

istr

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Th

e

cha

rge

f

or

this

p

roj

ect

was

to

do

cum

en

t

th

e

ev id

en

ce

i

n

s

upp

or t

of

th

e

ab

ove

o

ver

arc

hin

g

qu

esti

ons

an

d no

t

eva

luat

e

the

ef

fec

tive

nes

s

of

th

e i

nstr

uct

ion

an

d

/ or

c

urr

icul

um

r

eso

urc

es.

T

o

ac

hie

ve

t

he

aim

,

5

7

r

et ir

ed

s

upe

rin

tend

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sta

ff

d

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lope

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pal

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and

s

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rv i

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wel

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un

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w

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ele

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the

d

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a

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t

th

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dist

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tlin

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the

d

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do

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T

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note

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the

pres

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a

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the

fo l

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i

mpo

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nt

cur

ricu

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elem

en

ts

•

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c

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icu

lum

is

cle

ar

ab

out

wh

at is

tau

ght to

c

hild

ren

.

•

T

here

are

re

fere

nc

es

of

the

N

JC

CC

S

to

th

e

cu

rri

cu lu

m.

•

T

he

cu

rric

ulu

m

incl

ude

s

gra

de -

lev

el

b

en

chm

ark

s

and /

or

in t

erim

as

sess

me

nts.

•

Th

e

c

urr

icu

lum

con

tai

ns

a

p

acin

g

c

har

t

scop

e

an

d

se

que

nce

.

•

T

he

cu r

ricu

lum

c

on t

ain

s

re

fere

nce

s

t

o

te

chn

olo

gy .

•

The

cu rriculum identif

ies

i

nstr

uct

iona

l

reso

urc

es .

T

he

inf

orm

ati

on

fro

m

th

e w

rit

ten

c

ur r

icul

um

re

vie

w

w

as

give

n

to

sc

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l

vi

sito

rs

wh

o

u

sed it

in

th

eir

v

isi t

s to

th

c

lass

roo

ms

in

se

lec

ted

sc

hoo

ls.

T

he

sch

oo

ls

i

n eac

h

d

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ict

w

ere

se

lec

ted

b

y

th

e pr

oce

ss dev

elo

ped b

y

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d

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the QS

AC

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arc

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e

vid

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ex

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to

w

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t

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w

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cur

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bei

ng

im

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me

nted

.

T

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o

bse

rve

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loo

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for

e

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tha

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tea

che

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d

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the

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da

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42/60


43/60

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Documents

Hoboken Curriculum Implementation Plan 2009