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

Miss ission ion statement O ur 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 NORTH BELLMORE and compassion. Core re Value ues SCHOOL DISTRICT C ommunities and  individuals thrive when Curriculum & Instruction Status Report the talents and abilities of all are valued and fostered. June 8, 201 7  E ach individual is responsible for his or her choices and the impact they create. T here is no limit to  human potential.  H onesty, integrity and trust are essential to sustaining meaningful partnerships. A ll people want to  learn and succeed. A safe and healthy  environment optimizes learning. H uman life is precious. 

MATHEMATICS 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

2016-2017 MATH LEADERS Ellen Tournour- Grade 2 Dinkelmeyer Jill Drum- Grade 5 Danielle Kalinowski- Grade 3 Martin Avenue Antonietta Fischetti- Grade 4 Lynda Brust- Grade 1 Newbridge Road Michelle Hooker- Grade 2 Karen Buran- Grade 6 Nancy DelRosario- Grade 2 Park Avenue Jennifer O’Neill - Resource Room Soula Sotirakos- Grade K Saw Mill Jim O’Brien - Grade 6 Math AIS Kim Rackley- Martin Avenue Math AIS teacher

SCIENCE  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

ENGLISH LANGUAGE ARTS: BALANCED LITERACY FRAMEWORK Reading & Writing Resources Reading Writing Curriculum Resources: Curriculum Resources:  Fundations (K-2)  Schoolwide Units of Study:  Grammar Workbooks (3-6)  How Writers Work- “Launch”  Journeys Guided Reading (K-6)  Narrative  Making Meaning (K-6)  Expository  Raz Kids (K-4)  Opinion/ Argument  Rich Literature from EngageNY  Continue Professional  Leveled Literacy Intervention (LLI) Development- Schoolwide for Remedial Reading- Continue to Consultants and Instructional add to systems Coaches (Classroom Push In & 90 Minute PD)  Research materials for Reader’s Workshop  Summer curriculum writing  PD--Continue to lay foundation for  Focus on assessment in writing Reading Workshop implementation

STEAM: SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATHEMATICS  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

SOCIAL STUDIES  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

I-READY  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 of Academic Intervention Services  Research — Informed Decision for 2017-2018  Analyzing iReady end of year data  Teacher and student surveys

ASSISTIVE TECHNOLOGY  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

TECHNOLOGY: IPADS  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

LIBRARY MEDIA “MAKERSPACES”  A library-based Makerspace is an area that offers students an opportunity to build and create using physical materials in order 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

RELATED ARTS Ar Art Music  District Art Shows  Festival Band and Chorus  Students Art League – Drama &  BMCHSD Winter Festival & Spring Art Celebration of the Arts  STEAM Projects  Community Performances  ASA Workshops  NYSSMA Majors Awards  NYSCAME Workshops  STEAM Projects Library Physical Education  Makerspaces  Grade 4 Enrichment “Drums  Research aligned to writing units Alive” of study  Movement/ Brain Breaks in the  Databases Classroom  Automated District Catalogue  Prevention Health Programs  District Subscriptions

MOVEMENT BREAKS IN THE CLASS

NYSED PHYSICAL EDUCATION MANDATE  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 on 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.

PHYSICAL EDUCATION IN NORTH BELLMORE  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