Professional Documents
Culture Documents
Implementation Plan
for the
2009-2010 Academic School Year
Submitted by
Dr. Anthony Petrosino
Fall 2009
Table of Contents
4. Observation Forms
a. TB Teacher Observation Quicklist
b. Principal Checklist (2 sided)
6. Unit Planners
a. Unit Plans 2009-20 10 (HHS/Dr. Cella form)
b. Unit Plan Template (HHS/Dr. Cella 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 (NJ DoE)
b. 2008 Science Curriculum and Instruction Audit (LSC)
2
Opening Day Agenda
3
First Day Activities
The following curriculum committee members will lead discussion on practical aspects
of implementing the new cuniculum. Members will help fellow teachers navigate the
resources that have been developed. These resources include curriculum mapping, the
Big Idea for each unit, PYP planners, MYP planners, district assessments, and the
updated CD-ROM.
Member(s)
Primary
Grade 1 Ms. Elise Granovsky 330
Middle
Social Studies/Holocaust Ms. Tara Donnelly 319
Language Arts Ms. Andrea Canonico and 316
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 Room
No
Assignment/Floater
Child Study Team (K-i 2) Attend session in your
grade area to get general
idea of curriculum
Special Education Attend area of HQ status
4
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 state standards, Understanding by Design, and
assessments.
5
Perez Roseangela Wallace
Rosenberg Fuse Wallace
Shikham Janice Wallace
Taglieri Gabriela Wallace
Tirnidad
Payamps Tania Wallace
Yula Donna Wallace
Yula Donna Wallace
6
Observation Forms
7
lB Teacher Observation Quicklist
“What to look for in an MYP classroom?”
c. Purposeful Talk
d. Closure/Reflective Activity
e. Teacher Lecture
Comments:
8
Principal Checklist (2 sided-Side A)
3-5 minute informal observations
Teacher: Grade/Subject:
Unit:
The Big Idea and unit questions were displayed so that the students could refer back to them
throughout the unit
The teacher and students were actively engaged in meaningful discussion (open-ended question)
The textbook is one resource among many (evidence of multi-medialvarious types of resources)
The learning activities helped the students experience key ideas and explore the issues (whereto)
Comments:
9
(2 sided-Side B)
Pedagogy:
Comprehension
Transformation
Instruction
Evaluation
Reflection
10
Professional Development
11
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
—
f. December 16- Full Day Training for Teachers and Administrators (Substitutes
needed)
g. January 27- (District has a 1:00 day, substitutes may be needed)
h. March 10- Full Day Training for Teachers and Administrators (Substitutes needed)
i. 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
LitLife
• Meeting with teachers grades 1, 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
—
13
ASCD- Understanding by Design (Tentative to RFO solicitation, if required by BA)
14
Other Professional Development Planned or Pending for 2009-20 10 School Year
NJTAP — Tech training (as of 7/709 conversation wIE. Carvalho, details TBD)
15
Para/Teacher/Pa rent PD —
Summary : Dr. Aniello has a proposal designed for 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. Dr. Aniello’s proposal:
Para Professionals
Five (5) Sessions
September 2009 to June 2010
3:00 to 5:00
Topics
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
Topics
1. Bullying
2. Understanding your Child as a Student
a. Home Work
b. Classroom
c. Social interaction
16
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
—
17
Unit Planners- Dr. Lorraine Celia
18
Unit Plans
2009-2010
In theory, if you plan units for about 4 weeks, the following dates might
serve as “due dates”:
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.
19
Side A
Unit Plan Template
2009-2010
Performance Tasks
20
Side B
Stage Three: Learning Plan aka Lesson Plans — Daily work (should be
differentiated)
21
Name Date
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.
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.
The unit or course design enables students to revisit and rethink important ideas
to deepen their understanding.
A variety of resources are suggested. The textbook is only one resource among
many (instead of the syllabus).
Comments:
22
N/N not noticed 5 Clear 3 Somewhat Clear 0 Misguided/Misunderstood
The Teacher
Hooks and holds students’ interest while they examine and explore Big Ideas
and Essential Questions.
Teaches basic knowledge and skills to help students uncover Big Ideas and
explore Essential Questions.
Comments:
23
N/N not noticed 5 Clear 3 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 engaged in activities that help them to learn the Big Ideas and answer the
Essential Questions.
Demonstrate that they are learning the background knowledge and skills that
support the Big Ideas and Essential 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 criteria and rubrics to guide and revise their work.
Comments:
24
Teacher’s name: XYZ (Memoir) Co-teacher: (if applicable)
ABC
Dates of unit delivery: September — possibly into the first week of October
25
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.
26
Notes on authors
Writers notebook of try its
Drafts and annotated drafts of original memoir
Process essay (meta-cognitive)
Day One:
Read aloud “The Jacket”.
Provide a 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
-
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)
27
“Nintendo Saved Me” (memoir of object)
Next two weeks is spent brainstorming, drafting, revising an original slice of life
memoir, using each piece studied as a mentor piece.
(For detailed daily plans, see L. Cella)
28
MYP Unit Planner- Blank
29
i;:!? 44.4/
Unit Title
Teacher(s)
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?
30
Which MYP assessment criteria will be used?
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?
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?
31
Resources
What resources are available to us?
I—low will our classroom environment, local environment and/or the community be used to facilitate students’ experiences
during the unit?
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, if any, extension activities arose?
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?
Assessment
Were students able to demonstrate their learning?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did I 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 I decide on the data to collect? Was it useful?
32
Unit Title Theme of the Unit
Teacher(s)
• 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.
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
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?
•Variable based on subject
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?
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?
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, if any, extension activities arose?
35
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?
Assessment
Were students able to demonstrate their learning?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did I 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 I decide on the data to collect? Was it useful?
36
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 State 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 professional development
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.
Textbooks are certainly a resource to be utilized for enacting curriculum but they are not
the only resource. There has not been a change in the textbooks the district uses nor 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.
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.
Most of these objectives have been completed by the curriculum committee over the past
18 months and also previously gone over in lB Workshops that many district teachers
participated in over the last 5 years. Again, the textbook is a resource but does not take
the place of the unit planner which helps the student link the curriculum to broader more
integrated topics.
37
The unit planner is meant as a tool:
• Starts from an area of interaction context
• Includes the MYP objectives in stage 1 of the planner
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, but they shall not be required to “clock in or clock out” by
hours or minutes”. While Moreover, all elementary teachers shall 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 period. 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
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.”
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 will be using the same curriculum. Textbooks (and other resources) will
be left largely to district and school administrator’s discretion.
39
Curriculum Audit Report
PART 1.
INTRODUCTION
Team Members:
Diane Pallitto
Ann Small
Stan Grajewski, Linda Gross, Barbara Sachs, Robert Kramer, John Moschella, Walter Rusak, Bill Demefroulakos,
James LermanAudit of District Curriculum Materials and Professional Development Contracts
February 26 and February 27, 2007 by Diane Pallitto and Ann Small
The focus of this report is to document evidence pertaining to the following overarching questions:
1. Is there a Board approved curriculum that is aliaed to NJQSAC elements in existence for all of the subject
content areas?
2. To what degree is the District’s curriculum being implemented in the classrooms?
3. Is the academic program supported by staff development?
4. What staff development has the district had since September 2005 and what has it cost?
Curriculum Audit Report
Process Used in all School Districts
The District’s professional development contracts and staff surveys serve as evidence that staff development
supports the instructional program and serves the needs of the system. While all staff development was examined,
only contracts near or above $100,000 are reported individually.
Finally, a short survey of teachers in each of the schools was distributed to the teachers and collected
anonymously. The results give some sense of whether the staff values the district’s staff development efforts and
whether they report that they use the information in their practice.
All data collected for this project are called an Appendix and included in a file held in the Department of
Education office. In addition to the completed forms, sample forms that were used in the whole project are also
included in this appendix.
Hoboken, New Jersey
Curriculum Audit
Overview
As a small urban district, Hoboken faces challenges in the area of curriculum and instruction.
On one hand, Hoboken High School offers the International Baccalaureate Program (13) for grades 11 and 12. The
lB curriculum in all subjects is inclusive of scope and sequence, interdisciplinary studies, and correlation with the
NJCCCS. It is a challenging and proven program of studies that focuses on higher order thinlcing skills and has
clear assessment information and benchmarks for student success.
“The International Bacca:laureate (IB) Diploma Programme is a challenging two-year curriculum, primarily aimed at students
aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities.
Extended essay
The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest,
and acquaints students with the independent research and writing sidils expected at university.
At the end of the two-year programme, students are assessed both internally and externally in ways that measure individual
performance against stated objectives for each subject.
The grading system is criterion based (results are determined by performance against set standards, not by each student’s
position in the overall rank order); validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment
strategy.” (from the lB website: http://www.ibo.org/diplorna/index.cfin)
The Demerest School is also adopting a version of the International Baccalaureate program for the middle school,
called MYP. Its goals and activities are similar to that described in the High School lB Programme, but it is
intended for younger students who plan to go on to the High School LB Programme. Again those curriculum
documents are complete and meet the QSAC standards. It is not clear how many students are enrolled in the MYP
program, however.
On the other hand, with the exception of the LB program documents, there is essentially no locally desigued written
curriculum in place or in use, as measured by today’s QSAC standards. The documents examined included a
download of the NJCCCS Frameworks (downloaded 1//7/2007 or 2/12/07) and some older undated typed
documents that outline student outcomes in each subject and seem to be correlated loosely only to older NJ Core
Content Standards. There is no sequence or scope, technology references, interdisciplinary activities, benchmark
or assessment information.
One key to student success in the achievement of the NJCCCS is the existence and everyday use of curriculum
documents that guide teachers in the scope and sequence of the subject matter. The curriculum should show direct
and detailed correlation to the NJCCCS, include interdisciplinary activities and references, and contain technology
references that help guide teachers to appropriate technology learning and use across all content areas, and
assessment information with benchmarks for student success.
This does not currently appear to be the case in Hoboken; however there is a timeline in place for curriculum
revision taking in all subjects through 2009. The district has no central office administration dedicated to
curriculum and instruction.
However, teachers in the schools seem to have done a good job of using the NJCCCS, Curriculum Frameworks,
texts, and old. undated course outlines to implement a program that helps students achieve the NJCCCS. They
need the direction of well constructed curricula that meet NJQSAC standards to help student achieve their full
potential.
1. Is there a written curriculum in all content areas that include all elements cited in NJQSAC?
The district also has the curriculum in place for a middle level LB program called MYB, which meets NJQSAC
standards. It is not clear how many students are in this program.
But other curricula at the high school, middle, and elementary grades are not where they need to be but the district
has a plan to address that over the next three years. The documents that were read at the district level included
dewnloads of the NJCCCS and Curriculum Frameworks, dated 1/7/2007. Other documents on file were described
by the readers in this manner;
“There are only two types of documents, both State Curriculum Guides with Hoboken Public Schools cover
— no date.
1. Looks like early 1980’s (typewritten)
2. NJCCCS Curriculum Frameworks download 1/7/07 or 2/12/07 HS.
The Curriculum Office has no scope and sequence or pacing charts for any content areas. No documents
connecting the content areas to the NJCCCS.
High School
Demerest
either MY?
Visitors observed 25 classes at the A. 3. Demerest School, grades 7-12. No LB classes were found in
al in nature.
or lB High School program at Demerest. All classes observed were general or remedi
Textbooks in all
Observers found the undated curriculum documents in the classrooms or NJCCCS on CD ROM.
subjects were up-to-date.
on the board, or both.. Many of the objectives
All teachers had objectives clearly written either in their plan books,
PPT (powerpoint) projects for Black
were merely statements of the day’s activities, i.e. “continue to complete th
8
grade math class
but quite a few were focuse d on measu rable studen t outcom e behavi ors. In an
History Month,” th
7
grade
ular prisms and cylinders.” In a
the objective was, “students will be able to identify the formula of rectang
the effects of the Industrial Revolution on
social studies class the objective was, “students will be able to explain
the US.”
many addressed cognitive levels of
Even though the observed classes were general or remedial in nature and
and synthesis were seen in a significant
comprehension and knowledge, higher order thiriidng skills of analysis
ed class.
number of observations. Students were seen using a computer in one observ
using the NJCCCS and Curriculum
As in the High School, the teachers seem to have done a good job of
achievement. However, a strong living
Frameworks to implement a program of study that leads students toward
nce for them to guide their students to full
curriculum document, meeting QSAC standards would be a great assista
achievement of the NJCCCS and ev&n greater learning.
Wallace Primary School
middle grades, the same documents
Observers visited 17 classes in this K-6 school. As in the high schools and
works.
were presented as curriculum, either the NJCCCS or Curriculum Frame
were available for most class reviews,
Classes were found to be active and traditional in approach. Objectives
two classes. Objectives found ranged from
either on the board or in plan books. There were no objectives found in
e statements such as, “students
general statements of activities, i.e. “picture prompts” to specific student outcom
will name and detail issues facing the indigenous people of Guatemala..”
d lessons focusing on lower order
Texts and materials were up-to-date. The large majority of observations showe
computers in only one class and
thinking skills of knowledge and comprehension. Students were observed using
r.
the teacher was using a computer to display picture prompts in anothe
help guide teachers in sequence and
As in other schools mentioned there needs to be a strong, living curriculum to
students achieve the NJCCCS and
scope, integrate technology, deliver interdisciplinary instruction, and help
higher levels of success.
1. My district or school provides me with high-quality professional development activities that relate to my
needs in relation to improving student performance. [1 = Strongly Disagree; 5 = Strongly Agree]
School 1 2 3 4 5 g Responses
Connors 4 4 6 17 5 3.42 36
Demarest 3 2 7 6 1 3.00 19
Hoboken High 0 6 6 12 5 3.55 29
Wallace 3 5 16 16 12 3.56 52
Total 10 17 35 51 23 3.44 136
2. After professional development activities, my district or school provides follow-up training, such as
coaching or classroom visitations. [1 = Strongly Disagree; 5 = Strongly Agree]
School 1 2 3 4 5 Responses
Connors 4 10 9 10 3 2.94 36
Dernarest 6 3 6 3 1 2.47 19
Hoboken High 3 11 7 6 2 2.76 29
Wallace 4 13 15 13 7 3.12 52
Total 17 37 37 32 13 2.9 136
3. In the past two years, my district or school has sought my input about the quality or the results of the
professional development I have received.
%
School Yes
Connors 80.0
Demarest 61.1
Hoboken High 85.7
Wallace 90.2
Total 82.6
4. In the past two years, my district or school has provided professional development about how to improve
achievement of student subgroups.
%
School
Connors 77.1
Demarest 61.1
Hoboken High 63
Wallace 84.6
Total 75.0
5. I have modified my classroom practice as a direct or indirect result of professional development activity in
the period September 2005 to December 2006. If yes, describe how your practice has changed.
% Providing
School % Yes Example
Connors 71.4 38.9
Demarest 42.1 31.8
Hoboken High 59.3 34.5
Wallace 79.6 46.2
Total 67.7 39.7
Response Rate
% Faculty
School Responding
Connors 144.0%
Demarest 90.5%
Hoboken&llgh 49.2%
Wallace 113.0%
Total 90.9%
science
center
This report is the result of a collaborative agreement wherein the Hoboken Board of
Education contracted with Liberty Science Center for a consultation study of its K- 12
science program. This resulted from the district’s recognition that, although there were
many indicators of good student performance including good scores on state tests, the
district lacked a science curriculum with vertical and horizontal alignment. Furthermore,
the district questioned if methods were consistent with current trends in the
methodologies employed in science instruction. The consultation was conducted by Mr.
Edward Barry, Director, Teacher Development at Liberty Science Center who has prior
experience as a science supervisor, assistant principal for instruction, high school
principal, consultant and school evaluator. The report is based on first hand observations,
data and information gained during visits to all six of the schools, and interactions with
science instructors and administrators in all of the buildings visited. These interactions
consisted of classroom observations and/or individual meetings with staff members as
well as attendance at leadership and curriculum committee meetings. Brandt School was
visited on 2/14 and 3/17, Calabro School on 1/3 1, Connors School on 3/18, Demarest
Alternative School on 3/10, Hohoken High School on 1/23, 2/7, 4/10, and 4/15 and
Wallace School on 3/28. It is hoped that the findings and recommendations contained
herein can provide direction to the district in its subsequent in-service and summer
curriculum work. The objective of that work is to develop an updated K-12 curriculum
with a built-in process for on-going review and revision.
The Hohoken district has approximately I 850 students in six schools. At this time there
is a high school, an alternative school, a grade eight facility and three elementary schools.
A transition plan is in place which will convert the three elementary schools and the
grade eight school into three schools with a consistent K-8 configuration and the current
eighth grade facility will house a pre-school program.
Responsibility for curriculum currently rests with the interim assistant to the
superintendent and the principals. In addition, the job descriptions for the high school
department chairpersons include responsibility for curriculum development. However,
these staff members do not serve in a supervisory capacity, hence cannot directly observe
if the approved curriculum will be implemented.
Initial impressions of the consultant were very positive. Although some facilities are
showing their age, the buildings are safe and well run. The administration and staff are
committed professionals who daily face the challenges of educating students in an urban
school setting. It is clear that the students feel safe and well cared for and they treat each
other and the staff in a respectful manner. The tone one senses within all of the buildings
is more typical of a suburban rather than that of an urban district.
The district and all the schools are to be commended for their excellent co-operation
during the study. Dr. Raslowsky and Dr. Petrosino invited the consultant to a principals’
meeting to become familiar with the key staff members and explain the purpose of the
study. All requested materials were provided in a timely manner and easy access was
provided to the schools and classrooms. Administrative and teaching staff members were
courteous and helpful. Dr. Petrosino gave willingly of his time and good counsel which
is much appreciated as he has undertaken a challenging and time-consuming assignment.
One of the factors which brought about this study was the districts “New Jersey Quality
Single Accountability Continuum” (QSAC) report from the New Jersey Department of
Education. This report indicated that the Hoboken district lacked a cohesive curriculum
aligned to the New Jersey Core Curriculum Content Standards. This was supported by
the consultant’s review of the courses of study for the high school which referenced the
Core Curriculum Content Standards, hut were not specifically mapped to them. However,
the result of the QSAC report is an increased consciousness of the standards by the
school staff. It was very apparent in the curriculum committee meeting attended by the
consultant on April 10, that Dr. Petrosino is designing the district’s new curriculum
around the standards. When completed this curriculum should further enhance the
district’s test scores since NJASK and 1-ISPA tests are based on the standards, the lone
exception being the new end of course test in biology. Attached to this report is a sample
unit of study which is mapped to the core curriculum content standards. Although it is
specific to the subject of physics, it could serve as a template for the district as the staff
moves toward finalizing the curriculum documents. See Addendum
Curricular materials
Grades K-5
The textbook series in place for grades I -5 is “Scott Foresman Science” 2003 printing.
which utilizes a spiral approach to the teaching of science. All areas of science are
covered in all grades with each general area (i.e. life science, physical science, earth
science and human body) enriched and expanded in subsequent years. The series is
readable and includes many hands-on activities which can he conducted without
incurring a major investment in specialized science kits. In classes observed where these
activities were conducted, students were engaged and able to carry out the activities
as
well as understand the significance of the projects.
Teachers indicate that financial resources are in place to support the program but that
the
schedule does not allow sufficient time to cover all of the topics and activities for each
grade.
Grades 6-8
The middle grades utilize the Prentice-Flail series with “Physical Science” in grade
6,
“Life Science” in grade 7 and “Earth Science” in grade 8. The series incorporates many
meaningful activities which involve inexpensive materials. However, teachers of the
sixth grade program indicate that the reading level of the “Physical Science” text is very
difficult for students at that age.
Again, time concerns are a problem, particularly in grade 8 at Brandt school which
schedules science for the equivalent of only three days per week while grades 6 and 7
classes in other schools meet 5 or 6 times per week. With the incorporation of grade
8
into the other elementary schools in 2008-2009. it should be possible to schedule grade
6,
7 and 8 for the same amount of contact time each week.
The texts in the series for the grade 6 physical science and grade 7 life science progra
ms
are 2001 printings and should be replaced soon with updated editions. The grade 8 earth
science series dates from 2005 and is still usable for a few years. Considering teachers’
expressed concerns about the reading level of the grade 6 text, the selection committee
should review the latest edition to see if it is more readable or consider a different text.
It is not essential that all text books in the middle grades belong to the same series.
Grades 9-12
The Prentice-Hall Series continues, in part. into the high school program with “Physical
Science-Concepts in Action”, and “Biology-Exploring Life”. It is noted that these texts
do not appear to he significantly more challenging than the middle school versions in the
series. However, the high school versions reflect a slight shift from a factual to
conceptual emphasis. The biology text is adequate for a basic college preparatory
program hut is not challenging enough for an honors program. These two texts are 2004
printings and consideration should be given to using a more challenging program in
the
next textbook cycle.
Due to the phase in of a new course sequence, no course in academic physics is offered
this year. The science department took the forward looking step of making physics the
first course in the high school sequence for honors level students. Unfortunately, the
department found that their ninth graders could not handle the concepts, largely because
they did not have a sufficient background in mathematics. Some schools have had great
success with “Physics First” programs while others have tried the approach and had to
revert to the more traditional sequence of biology-chemistry-physics. The last group of
ninth grade physics students is currently sophomores in chemistry. An academic physics
program will he re-instated in ‘08-’09 when this group enters the junior year.
Facilities
Grades K-7
With the exception of Calabro School which was built in 1975, the elementary buildings
are nearly 100 years old but are well maintained. Although there are some rooms with
running water, there are no science laboratories with work stations, water and gas.
Despite this, teachers manage to conduct hands on activities. Classes were observed in
grades 6, 4, 2 and kindergarten and teachers demonstrated excellent flexibility in
performing hands-on activities in limited facilities. At Wallace school, students were
observed researching science topics in the computer lab.
Grades 8
Brandt school is also an aging facility with many classrooms converted to offices and
some not utilized at all. Starting in ‘08-’09 it will flO longer he an eighth grade facility as
grade 8 will he integrated into the other elementary schools and the facility will house a
pre-school program.
4
Grades 9-12
The high school was built in 1962 for a student population of nearly 2000 students hut is
under-utilized with an enrollment of just over 500 students. Although the district has lost
population from its peak years, there is an unjustified perception on the part of some
parents that they need to abandon the district after elementary school and enroll their
children in charter or private schools.
The science department at Hoboken High School has the rare luxury of space. There is at
least one room which is unscheduled for the entire day, allowing for special or long term
projects to he developed and left undisturbed. However, running water, gas and safety
showers are not working in one of the laboratories which are scheduled for renovation.
Laboratories have separate preparation/storage areas and operate in a safe manner.
Methods of Instruction
Grades K-7
Classes were observed in kindergarten, grade 4, grade 6 and grade 7. A variety of
methods were utilized by the teachers including both teacher and student centered
approaches which involved student reading. laboratory activities and computer laboratory
work. There was good evidence of an inquiry based approach which utilized the adopted
textbook series as one of many resources. Some of the elementary teachers are involved
with the Partnership to Improve Student Achievement (PISA) project through Stevens
Institute of Technology. Liberty Science Center is a partner in this program and trained
several of the E-[ohoken teachers who participate in the program
Grade 8
A significant concern is that none of the teachers of eighth grade science is a specialist.
Science is taught by teachers with elementary certification who achieved “highly
qualified” status under the matrix plan. Quality of the instruction is further undermined
by the fact that eighth grade science is taught on a rotating cycle with social studies,
resulting in an average of only three forty minute periods of science instruction per week.
These circumstances put students at a disadvantage when facing the challenges of high
school science which is taught by specialists for 200 minutes per week.
Grades 9-12
Since the high school represents the end result of a K-I 2 sequence, all programs and all
but one science teacher were observed at Hohoken High in both regular classroom and
laboratory sessions Laboratory experiments were appropriate to the instruction and
conducted in a safe and competent manner by the instructors. However, much of the
classroom instruction was entirely teacher centered with students listening, taking notes
and answering questions. In most cases the focus was on vocabulary and basic
information with little or no emphasis Ofl inquiry. analysis or evaluation. It was also
5
apparent that many of the teachers were not trained in questioning techniques. Often
teachers would accept answers from any student rather than call on specific individuals in
a random fashion to ensure attention from all in the class. Furthermore, questions
focused on recall of specific facts or terms rather than probing for predictions or
explanations of concepts. Overall, contemporary methodologies were not in evidence.
Although some teachers used “Power Point” presentations in their classes, no use of
technology by students was apparent with the sole exception of participation in the “First
Robotics” competition by the physics classes. Based on students’ overall attention and
co-operation, they could have handled more hands-on and challenging activities.
The quality of the Hohoken School district may well be one of the better kept secrets in
Hudson County. The learning environment in all six schools reflects concern for students
by the school leadership and the staff. Students are well behaved, polite and reflect a
sense that they know they are cared for in their respective buildings. None of the
impediments to learning which one might expect in an urban setting such as violence,
gang influence or disruptive behavior was in evidence. The district has the distinction of
having been accepted into the International Baccalaureate (IB) program. Although the
program is small, it is nonetheless an irrefutable index of a quality school.
The new leadership of the district is moving forward to identify and address instructional
concerns on both immediate and long term bases and to maximize the potential of the
positive learning environment which exists in all of the schools. Although somewhat
outside the purview of this report, it is suggested that the district mount an aggressive
campaign to get parents into the schools while they are in operation. This may help
particularly at the high school level where it is acknowledged that the district is losing
students to charter and private schools.
Science Instruction in the Hoboken district can he significantly enhanced with attention
to the following recommendations which are offered from the perspective of a critical
friend.
I. Upgrade methods of science instruction by training teachers, particularly at the
high school level, in contemporary methodologies including co-operative learning,
questioning techniques, inquiry-based science, multiple intelligences and use of
technology in the science classroom. This can be achieved either through in-house
programs or by sending teachers to conferences or summer institutes. As an
Abbott district, students and teachers in the Hoboken schools are entitled to an
array of free programs at Liberty Science Center. These include field trips to the
Center, classroom workshops, family nights and teacher development programs.
Although the district has utilized its allotment of field trips to the Center, until
recently none of the staff development allocation has been utilized. Many of the
recommendations listed above can he addressed by utilizing these professional
development resources and the district is strongly encouraged to use its full
compliment of available staff development programs at Liberty Science Center.
Teachers may come to the Center or staff from the Teacher Programs Department
can present programs in the district either after school or at in-service days.
2. Involve science teachers from all grade levels in the design of a K-12 science
sequence which results in comprehensive courses of study for each grade
level or specific course title. The courses of swdy should include the following
A) Topical scope and sequence, each of which is referenced to specific New
Jersey Core Curriculum Content Standards in Science
B) Specific methods/activities by which the content will he presented
C) Specific student performance objectives
D) Methods of assessment
E) Instructional resources utilized
F) Safety precautions for demonstrations and laboratory work
G) Supplemental activities to challenge students able to go above and beyond the
regular curriculum.
7
3. The spiral nature of the K-5 curriculum requires organization and oversight.
Since all topics are covered each year, but time constrains make it impossible to
cover all of the content, it is apparent that inconsistencies in the amount of time
spent on specific topics will vary from teacher to teacher and school to school. It
is recommended that one of three approaches he utilized in developing the K-5
curriculum:
A) Adjust the scheduled time allotted to teaching of science so that all topics can
he adequately covered.
B) Teach specific areas in alternate years. For example an overview in
kindergarten, physical and life science in grades 2 and 4, earth/space and
environmental science in grades 1 and 3 with a comprehensive review and
expansion of all topics in grade 5.
C) Recognizing that the NJ ASK 4 test covers all topics and assuming that the
time devoted to science cannot be expanded, another approach would be to
cover all topics each year but emphasize specific areas on alternate ones.
For example the emphasis of grades 2 and 4 could be physical and life science
hut with some time still devoted to the other areas. Likewise, earth/space and
environmental science would be emphasized in grades 1 and 3 but all topics
still covered.
4. Review schedules in all K-8 schools to ensure that science meets at least several
days a week for all students at the K-5 level and daily for a minimum of 40
minutes in grades 6, 7 and 8.
5. Ensure that the standards and curricular materials utilized at Demarest Alternative
School are consistent with those utilized in the regular programs for students at
the same grade level/subject.
7. Adjust staffing so that science in grades 7 & 8 is taught by fully certified science
teachers.
8. Review the need for use of technology at the high school. Although technology
based science lessons were in evidence at the elementary level. use of technology
at the high school was limited to teachers’ use of’ Power Point presentations in
their classes.
8
9. Develop a long-range facilities plan which provides for science laboratories for all
science classes grades 7-12.
11. Consider adding Advanced Placement (AP) courses to the high school curriculum.
Although the school is to be commended for the distinction of being an
International Baccalaureate (MI) high school, the Advanced Placement program is
more widely known. Furthermore, only a very small percentage of students
continue with the program long enough to earn an lB diploma. Advanced
Placement courses can also qualify as part of an MI curriculum. Considering the
upscale population which has recently migrated to 1-loboken, addition of AP
courses may serve to stem the exodus of students from the district after
elementary school.
The science program in the Hoboken district has the potential for excellence. There are
many positive indicators already in place. These recommendations are made in a good
faith effort to help the district bring science education to its full potential. Liberty
Science Center stands as a willing partner to help in this endeavor.
Submitted by,
/ 7
7 )4” //
Edward J. Barry
/
Director, Teacher l)evelopment
Liberty Science Center
Liberty State Park
222 Jersey City Boulevard .7
Jersey City, NJ 07305 Date /
/
9
Addendum to Consultant’s Report to Hoboken School District
Objectives:
By the conclusion of this unit of study. students will be able to perform as follows:
I. State the definitions for each of Newton’s three laws of motion and inertia.
CPI 5.7A-l, 5.7A-2
2. Recognize and state the distinction between mass and weight. CPI 5.7A-3
3. State the definitions for coefficient of friction as well as the distinction
between static and sliding friction. CPI5.7A-1 & 3
4. Utilize the relationships within Newton’s laws to accurately compute force.
mass, weight or acceleration given other information. CPI5.7A-l
5. State the distinctions between scalar and vector quantities. CPL 5.7A-l
6. Solve problems in vector analysis, utilizing graphical, geometric or
trigonometric methods for resolving vector components into a resolution or
breaking a vector quantity into its components. CPI 5.7A-l and 5.7C-1
7. Utilize knowledge of vectors, friction and Newton’s laws to accurately solve
traditional problems involving stationary and moving masses on inclined
planes. CII 5.7A-l, 5.7A-3,5.7C-1 & 5.7C-3
8. Incorporate prior knowledge of linear motion and current knowledge of
Newton’s laws and vectors to accurately solve problems involving projectile
motion. CPI 5.7A- I ,5.7A-2,5.7A-3, &5.7C-3
Classroom activities
Demonstrations:
A. “Feather and Farthing” apparatus. CPI 5.7A-3
B. Second Law Apparatus-drop and project steel ball simultaneously CII 5.7A-3
C. “Exploding” collision carts and balloon to illustrate third law of motion CPI
5 .7A-2
D. Linear air track to demonstrate inertia of moving objects CIP 5.7A- 1
10
Laboratory experiments
A. Exploratory lab utilizing spring gauges and variable masses on roller blades.
CPI 5.7 A-I, 5.4A-I. & 5.7C-3.
B. Force table tbr vector resolution CPI 5.7C-I,5.7C-3
C. Block and inclined plane to determine coefficients of static and sliding friction
5.7C-1,
D. Second law confirmation utilizing “Smart Pulley” or traditional tick timer CPI
5.4 A-I, 5.4 B-1,2 75.7 A-I
http://www.hazelwood.k 1 2.mo.us/—grichertlsciweb/atwood.htm
Classroom presentations will he utilized to present and reinforce new material, review
homework, and assess student performance. Techniques utilized will include, but not be
limited to:
A. Utilizing contemporary questioning techniques whereby teachers question all
students in a random pattern, requiring them to reflect upon questions posed at
a variety of levels (i.e. knowledge, understanding, application, analysis,
synthesis and evaluation)
II