Curriculum and Instruction. The major focus of the curriculum is on developing students’ higher-order thinking skills in all content areas. This aligns well with the school’s mission of increased student learning and achievement. The Common Core standards in math and reading, and the revised standards in science and social studies (K–8), will be used. The Common Core standards are highly aligned with the instructional strategy of inquiry-based learning and our mission of higher-order thinking. The academic areas taught are language arts, social studies, science, math, and reading. The instructional and performance objectives for each academic subject and grade level, as well as the achievement objectives for reading, writing, math, science, and social studies, are listed in the Ohio Common Core and the Ohio revised standards. All students can achieve at high levels when afforded the best learning opportunities that meet their individual needs. At PCLC, we believe that a workshop approach along with a framework for rigor and relevance (adopted from the International Center for Leadership in Education) instruction is the best way to manage the classroom learning environment. The concept of a workshop approach empowers teachers to deliver instruction that effectively meets the needs of each student. Teachers are empowered to be prescriptive and diagnostic in their instructional decision making without relying solely on a scripted teacher’s guide. The balanced workshop approach is used in reading, writing, math, science, social studies, and physical education. It focuses on different types of learning experiences, including whole-group mini-lesson instruction, small-group guided instruction, read alouds, shared reading and writing, guided reading and writing, reading and writing conferences, independent reading and writing, practice work stations and centers, cooperative learning, and reflective sharing of learning. The teacher becomes a facilitator of student learning as children take on the workload and take control of and responsibility for their own learning. Online tutoring programs in reading, math, science, and social studies are provided for students to help ensure that they are on track, according to the Ohio revised standards in science and social studies and the Common Core standards in math and reading. Using a balanced workshop approach empowers and enables teachers to be more creative and definitive when planning differentiation and intervention (this is referred to as response to intervention or RTI) for students who are not on track. Professional development (PD) will focus on equipping teachers with the professional knowledge and skills needed to carry out these tasks. Also, K–3 students who are not on track in reading and math will have tutors on site (pending availability of funding), making daily tutoring in the classroom a new norm. This normalizes daily discussion among teachers and tutors regarding students’ progress and growth. After- school tutoring will also be scheduled for third-grade students who are not on track. In addition, Saturday tutoring will be available for second- and third-grade students who are not on track in reading and math. Expected impact after one year is an increase in the number of K–3 students reading on track. Daily PD sessions will increase teacher capacity by equipping them with the knowledge and skills needed to ensure that all students can read on grade level by end of third grade. Partnerships are fostered through collaborating with local high schools, colleges, and universities. The school will offer a four-week Teacher Institute as part of its Demonstration School. During this time, teachers will be trained on the components of the balanced workshop model and its successful implementation. Implementation training will be available as needed over the next two years, and daily embedded PD will be put in place to allow time for teachers to study, analyze and discuss data, and set future goals for student growth. These daily PD sessions will become part of the school culture. It will be sustained as teachers and tutors take ownership for developing and leading daily PD topics aimed at accountability for and implementation of the balanced workshop approach to instruction. We expect to see an increase in the number of students reading at or above grade level. MAC laptops and wireless Internet access will be in place for a larger number of students to access online learning and reading assessments, thus preparing students for next-generation assessments. The RTI team will monitor student growth over time using multiple measures of assessments. Our scope of work and progress monitoring will be updated in weekly RTI accountability meetings, where student data are shared and analyzed. In these meetings, new learning goals will be set and/or old ones will be adjusted based on student growth aligned to the Common Core and new Ohio revised standards. It is imperative that our students start out as strong readers and writers. Therefore, the instructional approach we use and the materials and resources we adopt are critically important. We feel confident in using a balanced workshop approach because the National Reading Panel (2000) found that balanced approaches are preferred when teaching children in grades K–3 to read. This finding was based on their review of scientific, research-based reading instructional practices used by teachers in classrooms across the country. Also, research conducted by a team led by Xx. Xxxxxxx Xxxx (currently president of the Carnegie Foundation for the Advancement of Teaching) found that when using a balanced workshop approach, students’ average rates of literacy learning increased by 16 percent in the first year of implementation; 28 percent in the second; and 32 percent in the third. Achievement rose across all levels of students. The Austin Independent School District (2001) initiated a balanced literacy support plan for students in grades K–4 who needed extra reading intervention. Xxxxxx’x literacy support model, built on a balanced literacy workshop model, has served over 3,000 students; 96 percent of these students made gains. The average gain in grades 1–4 was 8.7 on reading-text levels and was accomplished within a school year. Findings of those district studies reaffirm the value of balanced literacy instruction. Data from Toronto’s longitudinal studies (which has demographics similar to ours), in which a balanced literacy model was implemented, showed that students’ literacy gains on seven out of eight standardized measures exceeded expected gains (French, Xxxxxx, Xxxxxxx & Xxxxx, 2001). Our goal is to see more students (K–3) reading at grade level. Assessments used to evaluate effectiveness will be (1) Reading Running Records to clinically obtain data as to students’ reading-comprehension level; (2) STAR Reading, pre- and post-assessments; (3) MAP (NWEA), pre- and post-assessments; (4) the Thinkgate question database for a performance-indicator (PI) test; and (5) common local assessments. Using the On Track standards for grades K–3, supplied by the Ohio Department of Education (ODE), teachers will be able to examine and assess the effectiveness of our balanced workshop model. Our rationale is that if students enter each grade level solidly on target, the next grade-level teacher can work with them at even higher levels. The goal is to set the bar high so that students enter third grade reading at a higher rate than before. Impact will be measured by an increase in the number of students reading at or above grade level in grades K–3 using the NWEA and STAR standardized tests and 80 percent of students passing the third-grade Ohio Achievement Assessment (OAA) in reading. Surveys will be completed twice per year by teachers, parents, and students to analyze effectiveness. Data gleaned from the surveys will drive decision making regarding the future implementation of this balanced workshop concept. Classroom and non-classroom-based opportunities Classroom-based learning opportunities are described throughout this Exhibit and include, but are not limited to, instruction in the subjects set forth above in this section A.3, as well as tutoring and student projects. Non-classroom-based learning opportunities include the following: • Girl Scouts—works weekly in after-school program with girls • Xxxxxxxx County Naturalist—In-school naturalist visit for all students (live animals, conservation, etc.) • Xxxxxxxx County Park District—field trips to nature reserve • Cincinnati Museum Center—free field trips to museum with transportation provided • Cincinnati Opera—on-site performances • Cincinnati Playhouse in the Park—theatre performances for students • Robotics, University of Cincinnati • Culturama • Learning Fair • Health Fair Curricular resources include the following: • Core Knowledge • Expeditionary Learning • Eureka Math • Xxxxxxx Interactive Science • Xxxxxxx Social Studies • Study Island • Brainpop • Learning A–Z • Reading A–Z • Writing A–Z • Science A–Z • Vocabulary A–Z • RAZ KIDS • Reading Tutors Research base for Core Knowledge Language Arts Combing well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge Language Arts (CKLA) ensures that children will learn to listen, speak, read, and write well. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Because students should be able to read and think about a wide variety of topics, their education must deliver broad knowledge of a wide variety of topics. But they shouldn’t just jump from one topic to the next. Learning about an academic domain, and acquiring the vocabulary of that domain, depends on staying focused on a topic and progressing from basic to in-depth materials and activities over two to three weeks. This gives students time to digest new concepts and practice using new words. These basic findings from cognitive science form the research foundation for CKLA. The CKLA program was piloted in ten public schools in New York City and an additional seven schools throughout the country, including rural and suburban schools. The 172 classrooms, two hundred teachers, and 4,466 students in these schools were quite diverse. From school to school, the percentage of students receiving free and reduced-price lunch ranged from 30 to 99 percent, and the percentage of students for whom English is a second language ranged from 15 to 60 percent. Results from the three-year pilot of CKLA in Kindergarten through second grade in ten New York City public schools show that students in the schools using CKLA outperformed their peers in ten comparison schools on measures of reading, science, and social studies.
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Samples: fordhaminstitute.org
Curriculum and Instruction. The major focus of the curriculum is on developing students’ higher-higher order thinking skills in all content areas. This aligns well with the school’s mission of increased student learning and achievement. The Common Core standards Standards in math Math and readingReading, and the revised standards Revised Standards in science Science and social studies Social Studies (K–8K-8), will be used. The Common Core standards are highly aligned with the instructional strategy of inquiry-inquiry based learning and our mission of higher-higher order thinking. The academic areas taught are language arts, social studies, science, math, and reading. The instructional and performance objectives for each academic subject and grade level, level as well as the achievement objectives for reading, writing, math, science, and social studies, studies are listed in the Ohio Common Core and the Ohio revised standardsRevised Standards. All students can achieve at high levels when afforded the best learning opportunities that which meet their individual needs. At PCLC, PCLC we believe that a workshop Workshop approach along with a framework for rigor and relevance (adopted from the International Center for Leadership in Education) instruction is the best way to manage the classroom learning environment. The concept of a workshop approach empowers teachers to deliver instruction that effectively meets the needs of each student. Teachers are empowered to be prescriptive and diagnostic in their instructional decision making without relying solely on a scripted teacher’s 's guide. The balanced workshop approach is used in reading, writing, math, science, social studies, studies and physical education. It focuses on different types of learning experiences, including whole-including: whole group mini-mini lesson instruction, small-small group guided instruction, read read-alouds, shared reading and writing, guided reading and writing, reading and writing conferences, independent reading and writing, practice work stations and centers, cooperative learning, learning and reflective sharing of learning. The teacher becomes a facilitator of student learning as children take on the workload work load and take control of and responsibility for their own learning. Online tutoring programs in reading, math, science, science and social studies are provided for students to help ensure that they are on track, track according to the Ohio revised standards Revised Standards in science and social studies and the Common Core standards Standards in math and reading. Using a balanced workshop approach empowers to instruction is a novel idea because it is not dependent on one popular program but rather on a teacher's professional ability to unpack the standards. It is based on the teacher’s professional ability to assess students’ needs and then, based on those needs, choose from a menu of highly vetted programs and materials and resources. Teachers are empowered with the skills and competencies they need to be effective teachers of reading, writing, math and the content areas of science and social studies. This empowerment enables teachers to be more creative and definitive when planning differentiation and intervention (this is referred Response to as response to intervention or Intervention –RTI) for students who are not on track. Professional development (PD) will focus on equipping teachers with the professional knowledge and skills needed to carry out these tasks. Also, K–3 K-3 students who are not on track in reading and math will have tutors on site (pending availability of funding), making daily tutoring in the classroom a new norm. This normalizes daily discussion among teachers and tutors regarding students’ ' progress and growth. After- school tutoring will also be scheduled for third-grade students who are not on track. In addition, Saturday tutoring will be available for second- and third-grade students who are not on track in reading and math. Expected impact after one 1 year is an increase in the number of K–3 K-3 students reading on track. Daily PD sessions will increase teacher capacity by equipping them with the knowledge and skills needed to ensure that all students can read on grade level by end of third grade. Partnerships are fostered through collaborating with local high schools, colleges, colleges and universities. The In July, 2013, the school will offer a four-4 week Teacher Institute as part of its Demonstration School. During this time, time teachers will be trained on the components of the a balanced workshop model and its successful implementation. Implementation training will be available as needed over the next two years, and daily . Daily-embedded PD will be professional development put in place to allow time for teachers to study, analyze and discuss data, data and set future goals for student growth. These daily PD professional development sessions will become part of the school culture. It will be is sustained as teachers and tutors take ownership for developing and leading daily PD topics aimed at accountability for and implementation of the balanced workshop approach to instruction. We By June, 2014, we expect to see an increase in the number of students reading at or above grade level. By June, 2015, we expect that over 80 percent of students K-3 will read at or above grade level. By Sept, 2013, MAC laptops and wireless Internet internet access will be in place for a larger number of students to access online learning and reading assessments, thus preparing students for next-next generation assessments. The RTI team Response to Intervention Team (RTI) will monitor student growth over time using multiple measures of assessments. Our scope of work and progress monitoring will be updated in weekly RTI accountability meetings, meetings where student data are shared and analyzed. In these meetings, new learning goals will be set and/or old ones will be adjusted based on student growth aligned to the Common Core and new New Ohio revised standardsRevised Standards. It is imperative that our students start out as strong readers and writers. Therefore, Therefore the instructional approach we use and the materials and resources we adopt are critically important. We feel confident in using a balanced workshop approach because in that the National Reading Panel (2000) found that balanced approaches are preferred when teaching young children in grades K–3 K-3 to read. This finding was based on their review of scientific, scientific research-based reading instructional practices used by teachers in classrooms across the country. Also, research conducted by a team led by Xx. Xxxxxxx Xxxx (currently president President of the Carnegie Foundation for the Advancement of Teaching) found that when using a balanced workshop approach, approach students’ ' average rates of literacy learning increased by 16 percent in the first year of implementation; 28 percent in the second; and 32 percent in the third. Achievement rose across all levels of students. The Austin Independent School District (2001) initiated a balanced literacy support plan for students in grades K–4 K-4 who needed extra reading intervention. Xxxxxx’x Austin’s literacy support model, built on a balanced literacy workshop model, has served over 3,000 students; 96 percent of these students made gains. The average Average gain in grades 1–4 Grades 1- 4 was 8.7 on reading-text levels and was accomplished within a school year. Findings of those district studies reaffirm the value of balanced literacy instruction. Data from Toronto’s 's longitudinal studies (which has also demographics similar to ours), in which a balanced literacy model was implemented, showed that students’ ' literacy gains on seven out of eight standardized measures exceeded expected gains (French, XxxxxxMorgan, Xxxxxxx Vanayan, & XxxxxWhite, 2001). Our goal is to see more students (K–3K-3) over next two years reading at grade level. Assessments used to evaluate effectiveness will be (be: 1) Reading Running Records to clinically obtain data as to students’ reading-' reading comprehension level; (2) STAR Reading, pre- Reading pre and post-post assessments; (3) MAP MAPS (NWEA), pre- ) pre and post-post assessments; Linkit using NWEA question data base for Performance Indicator Test (4) the Thinkgate question database for a performance-indicator (PI) testPI Test); and (54) common local assessments. Using the "On Track Track" standards for grades K–3, K-3 (supplied by the Ohio Department of Education (ODE), teachers will be able to examine and assess the effectiveness of our balanced workshop model. Our rationale is that if students enter each grade level solidly on target, the next grade-grade level teacher can work with them at even higher levels. The goal is to set the bar high so that students enter third grade reading at a higher rate than before. Impact will be measured by an increase in the number of students reading at or above grade level in grades K–3 K-3 using the NWEA standardized test, NWEA, and STAR standardized tests by 2015; and 80 75 percent of students passing the third-third grade Ohio Achievement Assessment (OAA) in readingReading by 2015. Surveys will be completed twice per year by teachers, parents, and students to analyze effectiveness. Data gleaned from the surveys will drive decision making regarding the future implementation of this balanced workshop concept. Classroom and non-classroom-classroom based opportunities Classroom-Classroom based learning opportunities are described throughout this Exhibit Exhibit, and include, but are not limited to, instruction in the subjects set forth above in this section A.3, as well as tutoring and student projects. Non-classroom-classroom based learning opportunities include the following: • Girl Scouts—works weekly in after-school program with girls • Xxxxxxxx County Naturalist—In-school naturalist visit for all students (live animalsCulturama, conservationHealth Fair, etc.) • Xxxxxxxx County Park District—field trips to nature reserve • Cincinnati Museum Center—free field trips to museum with transportation provided • Cincinnati Opera—on-site performances • Cincinnati Playhouse in the Park—theatre performances for students • Robotics, University and a variety of Cincinnati • Culturama • Learning Fair • Health Fair extra-curricular clubs and activities for students. Curricular resources include the following: • Core Knowledge • Expeditionary Learning • Eureka Math • Xxxxxxx Interactive Science • Xxxxxxx Social Studies • Materials Study Island • Brainpop • Learning A–-Z • Reading A–-Z • Writing A–-Z • Science A–-Z • Vocabulary A–-Z • RAZ KIDS • Reading Tutors Research base for Core Knowledge Language Arts Combing well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge Language Arts (CKLA) ensures that children will learn to listen, speak, read, and write well. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Because students should be able to read and think about a wide variety of topics, their education must deliver broad knowledge of a wide variety of topics. But they shouldn’t just jump from one topic to the next. Learning about an academic domain, and acquiring the vocabulary of that domain, depends on staying focused on a topic and progressing from basic to in-depth materials and activities over two to three weeks. This gives students time to digest new concepts and practice using new words. These basic findings from cognitive science form the research foundation for CKLA. The CKLA program was piloted in ten public schools in New York City and an additional seven schools throughout the country, including rural and suburban schools. The 172 classrooms, two hundred teachers, and 4,466 students in these schools were quite diverse. From school to school, the percentage of students receiving free and reduced-price lunch ranged from 30 to 99 percent, and the percentage of students for whom English is a second language ranged from 15 to 60 percent. Results from the three-year pilot of CKLA in Kindergarten through second grade in ten New York City public schools show that students in the schools using CKLA outperformed their peers in ten comparison schools on measures of reading, science, and social studies.Tutor
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Samples: Master Contract
Curriculum and Instruction. The major focus of the curriculum is on developing students’ higher-order thinking skills in all content areas. This aligns well with the school’s mission of increased student learning and achievement. The Common Core standards in math and reading, and the revised standards in science and social studies (K–8), will be used. The Common Core standards are highly aligned with the instructional strategy of inquiry-based learning and our mission of higher-order thinking. The academic areas taught are language arts, social studies, science, math, and reading. The instructional and performance objectives for each academic subject and grade level, as well as the achievement objectives for reading, writing, math, science, and social studies, are listed in the Ohio Common Core and the Ohio revised standards. All students can achieve at high levels when afforded the best learning opportunities that meet their individual needs. At PCLC, we believe that a workshop approach along with a framework for rigor and relevance (adopted from the International Center for Leadership in Education) instruction is the best way to manage the classroom learning environment. The concept of a workshop approach empowers teachers to deliver instruction that effectively meets the needs of each student. Teachers are empowered to be prescriptive and diagnostic in their instructional decision making without relying solely on a scripted teacher’s guide. The balanced workshop approach is used in reading, writing, math, science, social studies, and physical education. It focuses on different types of learning experiences, including whole-group mini-lesson instruction, small-group guided instruction, read alouds, shared reading and writing, guided reading and writing, reading and writing conferences, independent reading and writing, practice work stations and centers, cooperative learning, and reflective sharing of learning. The teacher becomes a facilitator of student learning as children take on the workload and take control of and responsibility for their own learning. Online tutoring programs in reading, math, science, and social studies are provided for students to help ensure that they are on track, according to the Ohio revised standards in science and social studies and the Common Core standards in math and reading. Using a balanced workshop approach empowers and enables teachers to be more creative and definitive when planning differentiation and intervention (this is referred to as response to intervention or RTI) for students who are not on track. Professional development (PD) will focus on equipping teachers with the professional knowledge and skills needed to carry out these tasks. Also, K–3 students who are not on track in reading and math will have tutors on site (pending availability of funding), making daily tutoring in the classroom a new norm. This normalizes daily discussion among teachers and tutors regarding students’ progress and growth. After- school tutoring will also be scheduled for third-grade students who are not on track. In addition, Saturday tutoring will be available for second- and third-grade students who are not on track in reading and math. Expected impact after one year is an increase in the number of K–3 students reading on track. Daily PD sessions will increase teacher capacity by equipping them with the knowledge and skills needed to ensure that all students can read on grade level by end of third grade. Partnerships are fostered through collaborating with local high schools, colleges, and universities. The school will offer a four-week Teacher Institute as part of its Demonstration School. During this time, teachers will be trained on the components of the balanced workshop model and its successful implementation. Implementation training will be available as needed over the next two years, and daily embedded PD will be put in place to allow time for teachers to study, analyze and discuss data, and set future goals for student growth. These daily PD sessions will become part of the school culture. It will be sustained as teachers and tutors take ownership for developing and leading daily PD topics aimed at accountability for and implementation of the balanced workshop approach to instruction. We expect to see an increase in the number of students reading at or above grade level. MAC laptops and wireless Internet access will be in place for a larger number of students to access online learning and reading assessments, thus preparing students for next-generation assessments. The RTI team will monitor student growth over time using multiple measures of assessments. Our scope of work and progress monitoring will be updated in weekly RTI accountability meetings, where student data are shared and analyzed. In these meetings, new learning goals will be set and/or old ones will be adjusted based on student growth aligned to the Common Core and new Ohio revised standards. It is imperative that our students start out as strong readers and writers. Therefore, the instructional approach we use and the materials and resources we adopt are critically important. We feel confident in using a balanced workshop approach because the National Reading Panel (2000) found that balanced approaches are preferred when teaching children in grades K–3 to read. This finding was based on their review of scientific, research-based reading instructional practices used by teachers in classrooms across the country. Also, research conducted by a team led by Xx. Xxxxxxx Xxxx (currently president of the Carnegie Foundation for the Advancement of Teaching) found that when using a balanced workshop approach, students’ average rates of literacy learning increased by 16 percent in the first year of implementation; 28 percent in the second; and 32 percent in the third. Achievement rose across all levels of students. The Austin Independent School District (2001) initiated a balanced literacy support plan for students in grades K–4 who needed extra reading intervention. Xxxxxx’x literacy support model, built on a balanced literacy workshop model, has served over 3,000 students; 96 percent of these students made gains. The average gain in grades 1–4 was 8.7 on reading-text levels and was accomplished within a school year. Findings of those district studies reaffirm the value of balanced literacy instruction. Data from Toronto’s longitudinal studies (which has demographics similar to ours), in which a balanced literacy model was implemented, showed that students’ literacy gains on seven out of eight standardized measures exceeded expected gains (French, Xxxxxx, Xxxxxxx & Xxxxx, 2001). Our goal is to see more students (K–3) reading at grade level. Assessments used to evaluate effectiveness will be (1) Reading Running Records to clinically obtain data as to students’ reading-comprehension level; (2) STAR Reading, pre- and post-assessments; (3) MAP MAPS (NWEA), pre- and post-assessments; (4) the Thinkgate question database for a performance-performance- indicator (PI) test; and (5) common local assessments. Using the On Track standards for grades K–3, supplied by the Ohio Department of Education (ODE), teachers will be able to examine and assess the effectiveness of our balanced workshop model. Our rationale is that if students enter each grade level solidly on target, the next grade-level teacher can work with them at even higher levels. The goal is to set the bar high so that students enter third grade reading at a higher rate than before. Impact will be measured by an increase in the number of students reading at or above grade level in grades K–3 using the NWEA and STAR standardized tests and 80 percent of students passing the third-grade Ohio Achievement Assessment (OAA) in reading. Surveys will be completed twice per year by teachers, parents, and students to analyze effectiveness. Data gleaned from the surveys will drive decision making regarding the future implementation of this balanced workshop concept. Classroom and non-classroom-based opportunities Classroom-based learning opportunities are described throughout this Exhibit and include, but are not limited to, instruction in the subjects set forth above in this section A.3, as well as tutoring and student projects. Non-classroom-based learning opportunities include the following: • Girl Scouts—works weekly in after-school program with girls • Xxxxxxxx County Naturalist—In-school naturalist visit for all students (live animals, conservation, etc.) • Xxxxxxxx County Park District—field trips to nature reserve • Cincinnati Museum Center—free field trips to museum with transportation provided • Cincinnati Opera—on-site performances • Cincinnati Playhouse in the Park—theatre performances for students • Robotics, University of Cincinnati • Culturama • Learning Fair • Health Fair Curricular resources include the following: • Core Knowledge • Expeditionary Learning • Eureka Math • Xxxxxxx Interactive Science • Xxxxxxx Social Studies • Study Island • Brainpop • Learning A–Z • Reading A–Z • Writing A–Z • Science A–Z • Vocabulary A–Z • RAZ KIDS • Reading Tutors Research base for Core Knowledge Language Arts Combing well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge Language Arts (CKLA) ensures that children will learn to listen, speak, read, and write well. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Because students should be able to read and think about a wide variety of topics, their education must deliver broad knowledge of a wide variety of topics. But they shouldn’t just jump from one topic to the next. Learning about an academic domain, and acquiring the vocabulary of that domain, depends on staying focused on a topic and progressing from basic to in-depth materials and activities over two to three weeks. This gives students time to digest new concepts and practice using new words. These basic findings from cognitive science form the research foundation for CKLA. The CKLA program was piloted in ten public schools in New York City and an additional seven schools throughout the country, including rural and suburban schools. The 172 classrooms, two hundred teachers, and 4,466 students in these schools were quite diverse. From school to school, the percentage of students receiving free and reduced-price lunch ranged from 30 to 99 percent, and the percentage of students for whom English is a second language ranged from 15 to 60 percent. Results from the three-year pilot of CKLA in Kindergarten through second grade in ten New York City public schools show that students in the schools using CKLA outperformed their peers in ten comparison schools on measures of reading, science, and social studies.
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Samples: Renewal Contract
Curriculum and Instruction. The major focus of the curriculum is on developing students’ higher-order thinking skills in all content areas. This aligns well with the school’s mission of increased student learning and achievement. The Common Core standards Standards in math Math and reading, Reading and the revised standards Revised Standards in science Science and social studies Social Studies (K–8), ) will be used. The Common Core standards are highly aligned with the instructional strategy of inquiry-based learning and our mission of higher-order thinking. The academic areas taught are language arts, social studies, science, math, and reading. The instructional and performance objectives for each academic subject and grade level, level as well as the achievement objectives for reading, writing, math, science, and social studies, studies are listed in the Ohio Common Core and the Ohio revised standardsRevised Standards. All students can achieve at high levels when afforded the best learning opportunities that meet their individual needs. At PCLC, we believe that a workshop approach approach, along with a framework for rigor and relevance (adopted from the International Center for Leadership in Education) instruction ), is the best way to manage the classroom learning environment. The concept of a workshop approach empowers teachers to deliver instruction that effectively meets the needs of each student. Teachers are empowered to be prescriptive and diagnostic in their instructional decision making without relying solely on a scripted teacher’s 's guide. The balanced workshop approach is used in reading, writing, math, science, social studies, studies and physical education. It focuses on different types of learning experiences, including whole-group mini-lesson instruction, small-group guided instruction, read read-alouds, shared reading and writing, guided reading and writing, reading and writing conferences, independent reading and writing, practice work stations and centers, cooperative learning, and reflective sharing of learning. The teacher becomes a facilitator of student learning as children take on the workload work load and take control of and responsibility for their own learning. Online tutoring programs in reading, math, science, science and social studies are provided for students to help ensure that they are on track, track according to the Ohio revised standards Revised Standards (in science and social studies studies) and the Common Core standards (in math and reading). Using a balanced workshop approach empowers and enables teachers to be more creative and definitive when planning differentiation and intervention (this is referred Response to as response to intervention Intervention, or RTI) for students who are not on track. Professional development (PD) will focus on equipping teachers with the professional knowledge and skills needed to carry out these tasks. Also, K–3 students who are not on track in reading and math will have tutors on site (pending availability of funding), making daily tutoring in the classroom a new norm. This normalizes daily discussion among teachers and tutors regarding students’ ' progress and growth. After- After-school tutoring will also be scheduled for third-grade students who are not on track. In addition, Saturday tutoring will be available for second- and third-grade students who are not on track in reading and math. Expected impact after one year is an increase in the number of K–3 students reading on track. Daily PD sessions will increase teacher capacity by equipping them with the knowledge and skills needed to ensure that all students can read on grade level by the end of third grade. Partnerships are will be fostered through collaborating with local high schools, colleges, and universities. The In July 2015, the school will offer a four-week Teacher Institute as part of its Demonstration School. During this time, teachers will be trained on the components of the a balanced workshop model and its successful implementation. Implementation training will be available as needed over the next two years. Daily, and daily embedded PD professional development will be put in place to allow time for teachers to study, analyze analyze, and discuss data, data and set future goals for student growth. These daily PD professional development sessions will become part of the school culture. It will be is sustained as teachers and tutors take ownership responsibility for developing and leading daily PD topics aimed at accountability for and implementation of the balanced workshop approach to instruction. We By June 2015, we expect to see an increase in the number of students reading at or above grade level. MAC By June 2015, we expect that over 80 percent of students K–3 will read at or above grade level. By September 2015, Mac laptops and wireless Internet internet access will be in place for a larger number of students to access online learning and reading assessments, thus preparing students for next-generation assessments. The RTI team Response to Intervention Team (RTI) will monitor student growth over time using multiple measures of assessments. Our scope of work and progress monitoring will be updated in weekly RTI accountability meetings, meetings where student data are shared and analyzed. In these meetings, new learning goals will be set and/or old ones will be adjusted based on student growth aligned to the Common Core and new New Ohio revised Revised standards. It is imperative that our students start out as strong readers and writers. Therefore, the instructional approach we use and the materials and resources we adopt are critically important. We feel confident in using a balanced workshop approach because the National Reading Panel (2000) found that balanced approaches are preferred when teaching young children in grades K–3 to read. This finding was based on their review of scientific, research-based reading instructional practices used by teachers in classrooms across the country. AlsoMoreover, research conducted by a team led by Xx. Xxxxxxx Xxxx (currently president of the Carnegie Foundation for the Advancement of Teaching) found that when using a balanced workshop approach, students’ ' average rates of literacy learning increased by 16 percent in the first year of implementation; , 28 percent in the second; , and 32 percent in the third. Achievement rose across all levels of students. The Austin Independent School District (2001) initiated a balanced literacy support plan for students in grades K–4 who needed extra reading intervention. Xxxxxx’x Austin’s literacy support model, built on a balanced literacy workshop model, has served over 3,000 three thousand students; 96 percent of these students made gains. The average gain in grades 1–4 was 8.7 on reading-text levels and was accomplished within a school year. Findings of those district studies reaffirm the value of balanced literacy instruction. Data from Toronto’s 's longitudinal studies (which has featuring demographics similar to ours), in which a balanced literacy model was implementedused, showed show that students’ ' literacy gains on seven out of eight standardized measures exceeded expected gains (French, XxxxxxMorgan, Xxxxxxx & XxxxxVanayan, and White 2001). Our goal is to see more students (K–3) reading at grade level. Assessments used to evaluate effectiveness will be (be: 1) Reading Running Records to clinically obtain data as to students’ reading-' reading comprehension level; (2) STAR Reading, Reading pre- and post-assessments; (3) MAP MAPS (NWEA), ) pre- and post-assessments; (4) the Thinkgate question database for a performance-indicator Performance Indicator Test (PI) testPI Test); and (54) common local assessments. Using the "On Track Track" standards for grades K–3, K–3 (supplied by the Ohio Department of Education (ODE), teachers will be able to examine and assess the effectiveness of our balanced workshop model. Our rationale is that if students enter each grade level solidly on target, the their next grade-level teacher can work with them at even higher levels. The goal is to set the bar high so that students enter third grade reading at a higher rate than before. Impact will be measured by an increase in the number of students reading at or above grade level in grades K–3 using the NWEA standardized tests, NWEA, and STAR standardized tests and by 2015; the ultimate objective is for 80 percent of students passing to pass the third-third grade Ohio Achievement Assessment (OAA) in readingReading by June 2015. Surveys will be completed twice per each year by teachers, parents, and students to analyze effectiveness. Data gleaned from the surveys will drive decision making regarding our decisions on the future implementation of this balanced workshop concept. Classroom and non-classroom-based opportunities Classroom-based learning opportunities are described throughout this Exhibit and includePursuant to Section 3313.60 (A)(5)(f), but are not limited to, instruction in the subjects set forth above in this section A.3, as well as tutoring and student projects. Non-classroom-based learning opportunities curriculum will include the following: • Girl Scouts—works weekly in after-school program study of prescription opioid abuse prevention, with girls • Xxxxxxxx County Naturalist—In-school naturalist visit for all students (live animals, conservation, etc.) • Xxxxxxxx County Park District—field trips to nature reserve • Cincinnati Museum Center—free field trips to museum with transportation provided • Cincinnati Opera—on-site performances • Cincinnati Playhouse in an emphasis on the Park—theatre performances for students • Robotics, University of Cincinnati • Culturama • Learning Fair • Health Fair Curricular resources include the following: • Core Knowledge • Expeditionary Learning • Eureka Math • Xxxxxxx Interactive Science • Xxxxxxx Social Studies • Study Island • Brainpop • Learning A–Z • Reading A–Z • Writing A–Z • Science A–Z • Vocabulary A–Z • RAZ KIDS • Reading Tutors Research base for Core Knowledge Language Arts Combing well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge Language Arts (CKLA) ensures that children will learn to listen, speak, read, and write well. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Because students should be able to read and think about a wide variety of topics, their education must deliver broad knowledge of a wide variety of topics. But they shouldn’t just jump from one topic to the next. Learning about an academic domain, and acquiring the vocabulary of that domain, depends on staying focused on a topic and progressing from basic to in-depth materials and activities over two to three weeks. This gives students time to digest new concepts and practice using new words. These basic findings from cognitive science form the research foundation for CKLA. The CKLA program was piloted in ten public schools in New York City and an additional seven schools throughout the country, including rural and suburban schools. The 172 classrooms, two hundred teachers, and 4,466 students in these schools were quite diverse. From school to school, the percentage of students receiving free and reduced-price lunch ranged from 30 to 99 percent, prescription drug epidemic and the percentage of students for whom English is a second language ranged from 15 connection between prescription opioid abuse and addiction to 60 percent. Results from the three-year pilot of CKLA in Kindergarten through second grade in ten New York City public schools show that students in the schools using CKLA outperformed their peers in ten comparison schools on measures of readingother drugs, science, and social studiessuch as heroin.
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