NORTH BELLMORE and compassion. Core re Value ues SCHOOL DISTRICT - - PowerPoint PPT Presentation

Curriculum & Instruction Status Report June 8, 2017

NORTH BELLMORE SCHOOL DISTRICT

Miss ission ion statement

Our mission is to inspire all

students to be confident, passionate learners with the courage and skills to lead their lives with integrity, while contributing to our global community with creativity and compassion.

Core re Value ues

• Communities and

individuals thrive when the talents and abilities

• f all are valued and

fostered.

• Each individual is

responsible for his or her choices and the impact they create.

• There is no limit to

human potential.

• Honesty, integrity and

trust are essential to sustaining meaningful partnerships.

• All people want to

learn and succeed.

• A safe and healthy

environment optimizes learning.

• Human life is precious.

Where were we?

 Curriculum Resources

• EngageNY Math Modules
• Envision Math Common Core

Research—2016-2017

 Math Leaders

• Piloting Envision Math 2.0-- one class on each grade level
• Analyzing Proposed Next Generation Math Standards

Moving Forward—2017-2018

 Possible Implementation of Envision Math 2.0 for 2017-2018  Continue Math Academic Intervention Services

• Teachers in each building to provide academic support for

students at risk of not meeting state standards  Continued Professional Development

• State Math Standards
• Guided Math- Differentiated Instruction, Center-Based

MATHEMATICS

2016-2017 MATH LEADERS

Dinkelmeyer Ellen Tournour- Grade 2 Jill Drum- Grade 5 Martin Avenue Danielle Kalinowski- Grade 3 Antonietta Fischetti- Grade 4 Newbridge Road Lynda Brust- Grade 1 Michelle Hooker- Grade 2 Karen Buran- Grade 6 Park Avenue Nancy DelRosario- Grade 2 Jennifer O’Neill- Resource Room Saw Mill Soula Sotirakos- Grade K Jim O’Brien- Grade 6 Math AIS Kim Rackley- Martin Avenue Math AIS teacher

 Adoption of the New York State Science Learning Standards (NYSSLS)  Professional development in content standards, inquiry and engineering design process  Purchased updated microscopes for all buildings  Continued Science Enrichment programs provided by our District Science Consultant in Grades 2-5  STEAM integration--Instructional Technology Curriculum  Coordinated joint professional development with BMCHSD for our Grade 6 teachers  Researching Science Program kits and other transitional materials to align to the new standards  Update curriculum maps in all grade levels and align resources

SCIENCE

Reading

Curriculum Resources:

• Fundations (K-2)
• Grammar Workbooks (3-6)
• Journeys Guided Reading (K-6)
• Making Meaning (K-6)
• Raz Kids (K-4)
• Rich Literature from EngageNY
• Leveled Literacy Intervention (LLI)

for Remedial Reading- Continue to add to systems

• Research materials for Reader’s

Workshop

• PD--Continue to lay foundation for

Reading Workshop implementation

Writing

Curriculum Resources:

• Schoolwide Units of Study:
• How Writers Work- “Launch”
• Narrative
• Expository
• Opinion/ Argument
• Continue Professional

Development- Schoolwide Consultants and Instructional Coaches (Classroom Push In & 90 Minute PD)

• Summer curriculum writing
• Focus on assessment in writing

ENGLISH LANGUAGE ARTS: BALANCED LITERACY FRAMEWORK

Reading & Writing Resources

 STEAM- Michael Bevilacqua and Kerry MacTiernan  Technology Instructor Michael Bevilacqua researched and created a grade level appropriate curriculum for STEAM instruction, which he then carried out in grades 2-6 district-

• wide. Lessons in Grades K-1 were based on computer basics and

handling, login process, Raz-Kids and Typing programs.

• 2nd: PowerPoint or Keynote, Excel

(graphing heights of Alka-Seltzer rockets), Ozobot intro with life cycles

• 3rd: Hour of Code (Code.org), and Ozobots
• 4th: Hour of Code (Code.org), and Cubelets
• 5th: Hour of Code (Code.org), and 3D printing
• 6th: Hour of Code (Code.org), and Spheros

STEAM:

SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATHEMATICS

 Continued implementation of SS Framework Standards and Online SS/ELA Integrated Curriculum  Continue professional development on content standards, practice standards and C3 Inquiries (College, Career and Civic Life) C3 Inquiry Design Model:

• Compelling Question
• Supporting Questions
• Formative Performance Tasks
• Examine Featured Sources
• Summative Performance Tasks: Argument
• Taking Informed Action

SOCIAL STUDIES

 Goals

• Diagnostic assessment in Math and Reading
• Use formative data to drive instruction
• Provide a tool for teachers to assist in differentiated instruction
• Use as one measure (in addition to others) to identify students in need
• f Academic Intervention Services

 Research— Informed Decision for 2017-2018

• Analyzing iReady end of year data
• Teacher and student surveys

I-READY

 ASSISTIVE TECHNOLOGY- Leslie DiChiara  Number of evaluations and screenings completed this school year: 33 students  Current number of students with AT: 54 students in district 6 students placed outside of district  Trainings provided:

• Teachers & Aides: 47 trainings
• Students: 72 trainings
• Parents: 20

ASSISTIVE TECHNOLOGY

 IPAD ROLLOUT PREPARATIONS- Jenna Stack and Kerry MacTiernan  In preparation for the approval of SSBA funds and the implementation of over 700 iPads, we have taken a pro-active role in our planning and training so that we will have a well prepared team when the devices arrive.  Enrolled all current iPads into new Airwatch device management

• system. Tech staff received multiple trainings on use of Airwatch

and have been successfully tracking, updating and adding or removing apps from our current 130 iPads  Created a team of teacher iPad implementation leaders called the “Firestarters”  Created and implemented an “App Request” form for teachers  Installed and demonstrated Mirroring360 on all teacher computers for future iPad implementation  Entire district wired for an access point in every classroom, and wireless network switches were purchased and currently being installed

TECHNOLOGY: IPADS

 A library-based Makerspace is an area that offers students an

• pportunity to build and create using physical materials in
• rder to solve a problem or complete a task by following

technical instructions. Robotic kits, Legos, tablets, blocks, and/or traditional arts and crafts supplies comprise

• Makerspaces. We have implemented the following

Makerspace tools this year, but plan to expand offerings next year.

• LittleBits
• Amusement Park Engineer
• Lego Engineers
• K'nex Engineers

LIBRARY MEDIA “MAKERSPACES”

RELATED ARTS

Ar Art  District Art Shows  Students Art League– Drama & Art  STEAM Projects  ASA Workshops Music  Festival Band and Chorus  BMCHSD Winter Festival & Spring Celebration of the Arts  Community Performances  NYSSMA Majors Awards  NYSCAME Workshops  STEAM Projects Library  Makerspaces  Research aligned to writing units

• f study

 Databases  Automated District Catalogue  District Subscriptions Physical Education  Grade 4 Enrichment “Drums Alive”  Movement/ Brain Breaks in the Classroom  Prevention Health Programs

MOVEMENT BREAKS IN THE CLASS

 120 minutes per calendar week

• All pupils in grades K-3 shall attend and participate in physical education on a daily

basis.

• All pupils in grades 4-6 shall attend and participate in physical education not less than

three times per week.

 Recess may not count toward the physical education requirement. Is there any flexibility in meeting the elementary physical education requirement?

• Yes. Under Commissioner's Regulation Part 135.4(c)(4)(i), elementary classroom

teachers may teach physical education under the direction and supervision of a certified physical educator. There are areas of the physical education curriculum that can be completed in the student's classroom and taught by the classroom teacher. Since physical education includes not only physical, social, and emotional skill development but also cognitive learning, certain items can easily be done in the classroom by the elementary teacher (i.e. understanding the effect of physical activity

• n the body, the need for proper nutrition to live an active life, staying safe, prevent

injuries, etc.). Integrating physical education into other curriculum areas is encouraged and even covered in Part 135.4(c)(1)(i)(i). However, this instruction must be designed with care and under the direction and supervision of the certified physical education teacher to ensure that the learning standards are met.

NYSED PHYSICAL EDUCATION MANDATE

 Students participate in two 40 minute PE sessions per 6 day cycle (a total of 80 minutes per 6 day cycle).  Classroom teachers include structured movement breaks throughout the day. Examples include:

• Activity Works
• Yoga
• Crossfit Kids
• Go Noodle Exercise videos

 Prevention staff members push into classrooms to deliver research-based, health education programs. Examples include:

• Second Step Program- social/ emotional skills
• Too Good for Drugs
• Project TNT-Towards No Tobacco

PHYSICAL EDUCATION IN NORTH BELLMORE