Presented By: Marianne Litzman , Assistant Superintendent for - PowerPoint PPT Presentation

Presented By: Marianne Litzman , Assistant Superintendent for Curriculum & Instruction Susan Guiliano , Director of Curriculum, Instruction & Assessments Ronald Labrocca , Supervisor for Mathematics, Business & Computer Education Michael O’Connell , Supervisor of Science & Technology Dr. Rose Borda , Supervisor of Social Studies & Home and Careers Robin Throne , Supervisor for Modern Languages, ESL & Special Programs Fork Lane Parent Center December 6 & 7, 2012

Revise the elementary student report card to align to the Common Core State Standards.

Marianne Litzman, Assistant Superintendent for Curriculum & Instruction Susan Guiliano, Director of Curriculum, Instruction & Assessments Michael Dunn, Burns Avenue Principal Susan Strauss, Dutch Lane Principal Anthony Lubrano, Old Country Road Principal Mary Hance, Woodland Principal Theresa Berzler, Burns Avenue Teacher Michelle Lombardi, Burns Avenue Teacher Karin Reiner, Burns Avenue Teacher Dawn Dillon, Dutch Lane Teacher Kristi Borra, Dutch Lane Teacher Jo-Ann Stimac, East Street Teacher Lauren Hunker, East Street Teacher Carolyn Marschean, Fork Lane Teacher Adrianne Rosenberg, Fork Lane Teacher JoAnn Sommerhalter, Lee Avenue Teacher Aurora Criscuolo, Lee Avenue Teacher Michelle Koehler, Old Country Road Teacher Jenna Brazel, Old Country Road Teacher Wendy Cataldo, Woodland Teacher

 Grade level teams K-5  Crosswalk between current report card and Common Core State Standards  Collaboration between committee and school buildings  Drafts & Revisions  Vertical alignment  Review of Curriculum Supervisors

To meet the goal of aligning the elementary report card while keeping in mind:  Length of current report card  Readability  Quantity of performance indicators in CCSS  Content and rigor of the CCSS  Limited exemplar samples

1. ELA Subheadings  Reading Foundational Skills  Reading Literature  Reading Informational Text  Writing  Speaking and Listening  Language 2. Overall Performance of ELA

3. ELA & Math indicators aligned to CCSS 4. Literacy in the Content Areas  Performance indicator for Literacy in Science  Performance indicator for Literacy in Social Studies  Performance indicator for Literacy in Mathematics 5. Library Indicators aligned to CCSS and specific to the skills addressed at specific grade levels

6. Additional space for teacher comments for Trimesters 1 & 2 7. Physical Education more aligned to grade specific topics 8. A new report card was created to reflect progress of students participating in the RISE program.

Read text closely & cite evidence  Determine central idea & themes  Summarize  Analyze individuals, events & ideas  Interpret words & phrases  Analyze structure of text  Analyze point of view or purpose  Integrate and evaluate content in diverse formats  Evaluate the argument and claims in a text  Analyze how two texts address similar themes  Read and comprehend complex text  Respond to literature 

Write arguments to support claims  Write informative/explanatory texts  Write narratives  Produce clear and coherent writing  Develop and strengthen writing  Use technology to produce and publish writing  Conduct short research projects  Gather relevant information from multiple sources  Draw evidence from texts to support research  Write routinely over extended & shorter periods of time 

Balance of literary and informational text 1. Knowledge in the disciplines 2. Staircase of complexity 3. Text-based answers 4. Writing from sources 5. Academic vocabulary 6.

Kindergarten – English Language Arts

First Grade – English Language Arts

Second Grade – English Language Arts

Third Grade – English Language Arts

Fourth Grade – English Language Arts

Fifth Grade – English Language Arts

 Focus  Coherence  Fluency  Deep Understanding  Application  Dual Intensity

Kindergarten – Mathematics

First Grade – Mathematics

Second Grade – Mathematics

Third Grade – Mathematics

Fourth Grade – Mathematics

Fifth Grade – Mathematics

 By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content area in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content area .

Kindergarten With support, describes the connection between two ideas or pieces of information in a science text • Uses scientific method and inquiry to pose questions, seek answers and develop solutions • Grade 1 Describes the connection between two individuals, ideas, or pieces of information • Grade 2 Describes connection between scientific ideas, concepts or steps in technical procedures in a text • Determines the meaning of words or phrases in a text and uses content vocabulary when speaking and • writing Grade 3 Describes the relationship between scientific ideas or concepts, or steps in technical procedures in a text • Grade 4 Explains events, procedures, ideas, or concepts in scientific texts • Draws evidence from scientific texts to support analysis, reflection, and research • Determines the meanings of scientific words and phrases in a text and uses them appropriate • Grade 5 Explains the relationships or interactions between two ideas or concepts in scientific texts • Draws evidence from scientific texts to support analysis, reflection, and research. • Determines the meanings of scientific words and phrases in a text and uses them appropriately •

Kindergarten  With support, describes connections between two individuals, events or ideas in text First Grade  Describes connections between two individuals, events or ideas in a text

Second Grade  Describes connection between a series of events in a text Third Grade  Describes the relationship between a series of historical events, ideas or concepts in a text

Fourth Grade  Explains events, procedures, ideas, or concepts in historical texts  Draws evidence from historical texts to support analysis, reflection, and research  Demonstrates ability to use maps and globes to acquire and process information about people, places and environments

Fifth Grade  Explains the relationships/interactions between individuals, events, ideas or concepts in a historical text  Draws evidence from historical texts to support analysis, reflection, and research

K-1  Students identify the author and the illustrator of a particular text and define the role and materials each contributes to the text . [RI.K.6]  After listening to Gail Gibbons’ Fire! Fire! , students ask questions about how firefighters respond to a fire and answer using key details from the text . [RI.1.1]

Grades 2-3  Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who , what , where , when , why , and how such a meal happens and by answering using key details . [RI.2.1]  Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2]

Grades 4-5  Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget. [RI.4.7]  Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’s About Time: A First Look at Time and Clocks . [RI.5.3]

Level 4: Meeting learning standards with distinction Level 3: Meeting learning standards Level 2: Partially meeting learning standards Level 1: Not meeting learning standards X: Does not apply at this time

Grades 3, 4 and 5

 Common Core State Standards  RISE Program Goals  Performance Indicators of 21 st Century Skills

 To help students develop a deeper understanding of grade-level content  To engage students in complex ideas and to increase knowledge through investigation, research, and reflective inquiry  To provide students with authentic opportunities to explain, interpret, apply, shift perspective, emphasize and self assess

 To ensure that high achieving students can develop 21 st century skills needed to be successful — digital age literacy, inventive thinking, effective communication, and problem solving  To offer a variety of opportunities for expression within a flexible environment that encourages risk-taking and divergent thinking

Learner Behaviors  Works independently and cooperatively  Organizes materials  Takes suggestions for improvement  Demonstrates respect for other viewpoints