Stratford School PTA Curriculum Committee News
Stratford School Curriculum Reps are:
Kerriann Gambino and Jennifer Schmitt
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STRATFORD SCHOOL CURRICULUM MEETING
November 15, 2011
In attendance:
Principal, Eileen Vota
Assistant Principal: Janet Gonzalez
Teacher Reps: Laura Connolly
PTA Reps: Kerriann Gambino, Jennifer Schmitt
SUMMARY
CogAT
The CogAT (Cognitive Abilities Test) is administered to 3rdand 5th graders in October to determine admission intoQuest, a gifted enrichment program focusing on enhancing higher- level critical thinking.There is no longer aQuest program has in the 6th grade. Questions were raised regarding the 5th grade Quest program (e.g., how many students will be admitted? will the scores be used for any other purpose?). There are three primary uses of the CogAT scores: 1) to guide efforts to adapt instruction to the needs and abilities of students 2) to provide an alternative measure of cognitive development and 3)an element in the entrance criteria to QUEST. It was explained that children entering the program in the 5thgrade must have both a composite score of at least 130 on the CogATas well asa specific ELA and Math scalescore on state assessments.Criteria for admission into the Quest program arereviewed each year. The CogAT scores are not used for placement in middle school clusters.
Mathletes
Mathletes started on October 31st and is off to a good start. The program is for both 4thand 5th graders. The children can attend either a morning or after-school session. The 4th grade does not compete but the 5th graders are entered into competitions. They compete monthly. Awards will be given out at the 5th grade awards ceremony in June. Mr. Messier is runs the program and information can be found on the school website.
Classroom Websites
Teachers are asked to update their websites in September and are encouraged to continually update as the year progresses, however they are not required to do so. Some teachers prefer to communicate through their websites while others do not. We discussed the transition for both parents and students entering the middle school in the area of school-home communication. At the middle school all communication is web-based. The point was raised thatit might be beneficial for the 4th and 5th grade students to have more consistent involvement with their class websites, however it was acknowledged that the middle school teachers utilize the parent portal and the teachers have an administrative period that allows them time to work on the computer.
Science in 2nd grade
All the classes follow the same science curriculum. They attend the science lab once every other cycle and can also sign up for an additional period if available. There will be follow-up on what type of science assessments are used in the classrooms.
STRATFORD SCHOOL CURRICULUM SUMMARY
September 23, 2011
In attendance:
Principal, Eileen Vota
Assistant Principal: Janet Gonzalez
Teacher Reps: Tia Albig, Laura Connolly
PTA Reps: Kerriann Gambino, Jennifer Schmitt
SUMMARY
1. Library Special.It was explained that library is no longer a special (prep), but is considered an extension, which means the teacher is in the classroom with the librarian. All students will go to library once in each 6-day cycle. The content of the library program will remain the same. This change was made mainly for scheduling reasons and also because of the loss of the library aid,who assisted the librarian with organizing the materials, etc.
2. Spanish. The Spanish (FLES) program occurs twice in the 6-day cycle for 40 minutes and is now considered a special (prep) for grades 2-5. This program is no longer a “push-in” program. Since there was an available classroom, the students are now leaving theirclassroom to attend Spanish. Children will not receive a grade in Spanish. The philosophy of the program is to expose the children to the Spanish language and culture. The objective is for the students to gain an appreciation and interest that will provide a solid foundation for language acquisition in the years to come. Garden City’s language program serves as a model for surrounding districts, many of which do not have language at the elementary level. Due to the philosophy of the program, no consideration is being given to including a grade on report cards.
3. District’s Uninterrupted Classroom/Instructional Time Initiative.The band and orchestra students are provided with small group lessons at 7:15 to reduce the number of pull outs for music during the day.The small group lessons are offered based on the number of students interested in attending in the morning. The staff is attempting to have one period each day in each grade where no students are pulled out for support services.
4. Differentiation.Parents questioned the interest survey that went home to all the students. In grades 3-5 there was an individual questionnaire to be filled out by parents. In grade 2 there was a questionnaire and Me Map to be filled out in each household. These forms came from the Differentiation Committee and were sent home by the building principals in all primary and elementary schools. Teachers are looking through the questionnaires to see patters and get an understanding of a child’s likes/dislikes, etc.Differentiation is constantly occurring in classroomsof all grade levels, even if it is not a formalized tiered lesson plan. Teachers are trying to avoid fostering competitiveness among the children, so differentiation is done on an individual basis based on each child’s needs. The administration continually provides support to the teachers in this area.
5. Focus.The Focus kick-off was a success. The children all enjoyed it. It was discussed that the Focus program should have one packet that is distributed in beginning of the year containing a description of program and details of what is included in the $100 price and t-shirt. Mrs. Vota is in the process of making a brochure for next year to be handed out in the beginning with all the details on the program.
Stratford June Curriculum Summary 2011
Test Preparation for state assessments: Test preparation at Stratford is done in each class at every grade level. All teachers use a STARS workbook, an ELA workbook that familiarizes students with format and question structure of the state tests. This book is completed by each student before the end of the year. How a teacher uses the workbook may vary- some may use it in class ( independently or as a whole group), others may assign pages in the workbook for homework. Teachers use this tool along with in-class discussion and benchmark assessments to monitor the students’ progress.
Critical Thinking: Critical thinking is an integral part of the curriculum at Stratford. Teachers are constantly working to guide students to higher level thinking and deeper analysis, particularly in the upper elementary grades. There is much discussion and debate among the students as they learn to process information and to synthesize deeper meaning. They are encouraged to formulate and articulate an opinion, a process that requires higher level thinking and analysis.
Report Cards: The administration is working to create a rubric for the current report cards in order to provide parents with deeper understanding of the scores reported.
Communication: The district understands the parents’ desire for greater communication regarding curriculum and student progress. The administration is currently assessing the various forms of teacher – parent communication and will be working towards ensuring parents are receiving the information that they need.
Stratford March 2011 Curriculum Summary
Report Cards
The teachers at Stratford work hard to provide accurate information regarding a student’s progress. The current report card is structured in two parts: the scores received in January reflect a student’s achievement for the first half of the year (September – January), and the scores received in June reflect a student’s achievement for the second half of the year (February – June). Occasionally a student’s scores may change from the first half of the year to the second because the material covered in the beginning of the school year is primarily review while the second half of the year usually covers new and more challenging material.
The district will initiate the process of revising the elementary report cards to more closely follow the format of the primary report cards. In the interim, the administration is working to ensure that teachers use similar criteria to determine scores that are reported. We are also looking into providing information on grading at Back-to-School-Night.
The following are the current performance levels students receive on the report card:
Level 4 accomplished- an exceptional understanding of grade level work
Level 3 Proficient-consistent performance of grade level work
Level 2 Developing- acceptable understanding but at times there are inconsistencies in performance on grade level work
Level 1 Beginning- limited understanding and performance on grade level work
Accelerated Reader (AR)
The Accelerated Reader program is a supplemental reading program that is used by three teachers to encourage independent reading. It is not an instructional program, rather it is structured such that individual students are accountable for their own independent reading. A student chooses from a list of books that are organized by level, by author, or alphabetically. Once a book is completed, the student takes a 10 question quiz on the book. A student can earn points based on the number of books completed and the quiz scores.
The Stratford library web page has a link to www.bookadventure.com, a free program which is set up in much the same way as the AR program. The program can be used at home to help encourage children to read and can also be helpful in finding books for students at the appropriate reading level.
Communication
Communication between parents and teachers has been extensively discussed at the district level throughout the past year. Teachers use e-mail, phone conversations, or conferences to discuss specific concerns and specific situations with parents. General communication, however, is somewhat variable. Some teachers provide parents with weekly communication, some monthly, and some less frequently. The frequency and content of written communication varies from teacher to teacher, and the administration is currently assessing the various styles of communication.
Stratford Curriculum Meeting Summary- February 4th, 2011
In attendance: Mrs. Vota, Mrs. Gonzales, Mrs. Albig, Mr. Messier, Margo Padala and Kim Baker
Grammar
Grammar instruction begins in 2nd grade and, as with many other subjects, the teachers implement a spiral curriculum to teach it. The spiraling curriculum allows students to repeat the study of a subject in different grades, each time at a higher level of difficulty and in greater depth. For example, in second grade students may learn about the different types of sentences – “telling” sentences or “asking” sentences. As time goes on, they will learn the more sophisticated terminology for the particular kind of sentences- “declarative” or “interrogative”. In addition to grammar instruction and reinforcement in class work and worksheets, grammar is reinforced through spelling and through writing. Scaffolding (the process of providing learners with as much support as is needed until the teacher gradually fades away completely once mastery is attained) is provided, as well as a means of differentiating to meet the needs of individual learners.
Mathletes
Enrollment has been consistent in Mathletes. Communication with parents of Mathletes participants is achieved every week through the scored worksheets which allow parents to see progress as well as areas of strength and weakness. The 5th grade students have competed in 3 Math Olympiads so far this year. The results of the Olympiad are kept confidential until the end of the year at which point the Math Olympiad organization will give awards to top scoring teams and top scoring individuals. Awards are based on the cumulative record of teams and individuals over the 5 Olympiad competitions held throughout the year. The only person privy to the scores of the Olympiads is the coordinator of the Mathletes program, Mr. Messier. Stratford offers awards, independent from the Math Olympiad, to the top scoring 4th and 5th grade participants.
Parents with questions or concerns are encouraged to call Mr. Messier, the coordinator of the program.
Outside Academic Programs:
Outside programs are typically investigated at the district level as Stratford does not have a discretionary budget. There are PTA programs that do, however. The Arts and Education program and Health and Safety have small budgets and they (in collaboration with Stewart School and the principals in both places) consider appropriate programs to bring in to the schools, often in the form of assemblies.
Stratford seeks out grant applications that they feel would benefit the school and enhance programs and curriculum. The administration would gladly work with parents on grant applications if appropriate possibilities are found.
Stratford November Curriculum Summary
Mathletes
Mathletes is a national math enrichment program designed to provide opportunities for children who have an interest/aptitude/passion in the subject to engage in problem solving, logical and deductive reasoning, and higher-level thinking. The program does not follow 4th and 5th grade math curriculum, rather the content is based on past topics covered in the Math Olympiads which are held regionally, six times per year. The program is used, however, to inform our curriculum if we notice that our students seem to struggle with questions that others do better on regionally and nationally. All participating fifth graders are eligible to compete in these six Math Olympiads during 25 minute 1st period sessions.
10 questions are provided each week by the 2 moderators, Mr. Messier and Ms. LiCalzi. Before the students attempt the questions, one concept from the sheet is taught (each of the 10 questions covers a different concept) to ensure that all the students understand how to apply a particular strategy. Each week this concept changes, and all groups cover the same sample question, working together with the moderators to solve it. Once the lesson is completed, the students are then asked to work on the remaining questions for the week. They can work independently, with a partner, or in a small group. Once finished, the students submit their work to one of the two moderators who scores the sheet. Each correct answer earns 10 points. The moderators discuss any errors with the student and the student has the opportunity to correct their mistakes to earn partial credit. If a moderator assists, the child can still receive 5 points for a question they ultimately solve. Scores are kept throughout the year and totaled at the end. Awards will be given to the top scoring 4th and 5th grade students (or groups, if the same group has always worked together).
There are approximately 100 students from 4th and 5th grade currently participating in the program, with the breakdown at about 60/40 respectively. The questions that are presented to the students are cycled such that the current 4th grade participants will not have the same questions if they participate in 5th grade.
Writer’s Workshop
Staff development has been ongoing to ensure that teachers have the support and resources they need in order to effectively implement Writer’s Workshop into the classrooms at Stratford. Each student will complete 4 major pieces of writing this year within a particular unit of study. The students are currently working on a personal narrative.
Guided Reading
Staff development for the guided reading program has been ongoing as well, led by staff consultant Erika Pecorale. Already implemented in 2nd and 3rd grade, Guided Reading is currently being rolled out in 4th and 5th. 4th and 5th grade teachers are working on running records with a sample of students in their class to ensure that they understand how the process works; the program will not be rolled out in its entirety to the 4th and 5th grades until next September. If parents have questions about their child’s progress in Guided Reading, the concepts being covered, or appropriately leveled books, they should contact their teacher for information. Stratford will be having a joint PTA meeting with Stewart on January 26th to educate parents on the Guided Reading Program.
Stratford Curriculum Summary- September 2010
OPEN ITEMS FROM LAST YEAR:
Differentiation
Differentiation in our schools is currently under review by the district and is one of its curriculum goals for 2010-11. At Stratford, Mrs. Vota is in the process of learning and assessing what is done here in order to properly and effectively move us towards that goal.
Guided Reading
Mrs. Vota will be providing a general overview of the guided reading program at the November PTA meeting and will post the presentation on the school website shortly thereafter. The elementary principals are working to determine the best way to keep parents informed about their child’s reading progress during the year.
CogAT
The CogAT (Cognitive Abilities Test) will be administered to 3rd and 5th graders this October to determine admission into Quest, a gifted enrichment program focusing on enhancing higher level critical analysis and critical thinking for students who earn a composite score of 130 or higher (in 5th grade, state assessments are factored in to admission decision as well). A power-point presentation can be found on the “Principal’s Page” of the Stratford website with examples of questions from the various sections of the test. All teachers across the third grade familiarize their students with the format, make them aware of the time allotted, and give examples of the questions in each section using a practice booklet designed by the company that produces the CogAT. No further prep is necessary as this is a cognitive abilities test, not an achievement test.
Spelling
The spelling curriculum at Stratford is designed to create a context for spelling words in order to help the children learn rules to apply going forward rather than simply memorizing words for their weekly test. Although the spelling words may occasionally appear easy in isolation, they are part of a deliberate lesson to teach a particular grammatical or structural rule. In order to share the context of spelling lessons with parents, 2nd and 3rd grade teachers plan to inform them of the principle the children are studying each week.
Science
Our science lab has been cleaned, reorganized and updated with new equipment. Over the summer, teacher representatives from each grade spent time with Administration to create grade specific labs that will enhance and extend the science curriculum. Each class will be going to the science lab once every other cycle as they did in the past and each grade will be conducting the same labs so that all children will have a similar experience. Also, teachers can sign up for extra lab time when the lab is free in order to conduct additional experiments with their class. Teachers will be providing an overview of the science curriculum and the labs that will be conducted throughout the year within the next few weeks.
NEW ITEMS:
ERB Test
Stratford’s scores improved year-over-year from 4.1/6 to 4.28/6. The ERB is an independent, non-state mandated writing test (with a rubric that aligns closely with our Write Traits program) that the district uses to inform and improve its own writing curriculum. Our steady yearly improvement demonstrates that we are moving in the right direction in terms of providing a solid writing program for our students. Details about the ERB test can be found on Stratford’s website under “Parents” and then “District/State assessments”.
NY State ELA/Math Assessments
NY state has issued new cut scores on 2010 ELA and Math tests in order to raise the bar academically for our students and to better identify students whose performance is below standards. Details about the state tests and new cut scores can be found on Stratford’s website under “Parents” and then “District/State assessments”.
Stratford School Curriculum Update - May 2010
Science: In light of district-wide concern over the elimination of the Science Specialist in the elementary schools, Administration is working to help fill this void. The lab room at Stratford will be maintained for science use and includes lab equipment that will enable the teachers to engage the children in hands-on lab activities on a regular basis. Administration is looking into scheduling lab time for each class, and will be working with teachers on each grade level to design labs for each grade to ensure consistency. In addition, the afterschool science club has been an overwhelming success and administration re-evaluates the program each year in terms of enrollment and available funds. Depending upon budget and interest, this might be expanded to allow for more hands-on activities.
Character Development – Bucket Filler Theme:
For years, Stratford has built character development into the curriculum. This year’s “Bucket Filler” theme has been very successful and has given the schools the chance to establish a common language for everyone to talk about and address issues that may come up concerning bullying.
When specific issues are brought to the attention of administration, the general protocol is to investigate the incident(s) and determine the best way to address it on a case-by-case basis. When deemed necessary, parents will be contacted and the appropriate school personnel are consulted.
It is essential for parents to keep an open dialogue with their child’s teacher and administration. If a problem that has already been brought to the attention of a teacher/administration continues, the most important thing a parent can do is to keep the school informed. Administration may believe that a situation has been resolved based on what they see and hear. If that is not the case, they need to be made aware so further action can be taken.
Class Size 2010-2011:
Class size has yet to be finalized.
Stratford Curriculum Meeting Summary March 22, 2010
Class Placement:
Placing children in classes for the upcoming school year is a long and careful process that begins in April and extends through August. Administration strives to match the strengths of each teacher with the needs of the students. In addition, administration looks to create balanced classes in terms of boy/girl ratio and those who get pulled for support services, etc.
Administration works closely with the teachers and staff (including the psychologist and social worker) in placing students that may require some extra consideration. If parents have a particular concern regarding their child, they are asked to write a letter to Miss Hopkins by April 30th. Their concerns will be taken into consideration during the placement process.
Stratford School Curriculum Update/ February, 2010
COGAT PRESENTATION:
Miss Hopkins gave a general overview of the assessment at the 1/26/10 PTA meeting which is now posted on the Principal’s Page on the Stratford website for all to view.
DIFFERENTIATION IN INSTRUCTION:
Differentiation occurs in many different ways at Stratford. Teachers may use re-teach or enrichment sheets to supplement the lesson for those needing extra practice or to provide challenge work for those working at a faster pace. They also differentiate instruction through the use of manipulatives, hands-on activities, graphic organizers, rephrasing of directions, strategic seating, etc. Teachers can differentiate in terms of process– how the material is taught – by using various instructional strategies depending on the different learning styles in a class. Teachers can also tailor questioning strategies according to student needs.
ASSESSMENT OF PROGRESS:
A variety of formal and informal assessment tools including tests, projects and rubrics are used to gauge students’ understanding. Furthermore, children in grades 3-5 complete monthly ELA and math benchmark assessments which are used to guide curriculum and instruction.
GENERATING MINI-LESSONS:
The third grade works as a team with district consultant, Erica Pecorale involving their Balanced Literacy program and with Mrs. Gonzalez to generate mini-lessons for various units of study in reading to maintain consistency across the grade and ensure that essential curriculum points are being addressed. Story maps and webs are created for the teachers to use to provide structure for lessons while still allowing for flexibility so teachers can focus their approach according to the needs of class. The third, fourth and fifth grade teachers have begun looking at writing units of study as well.
2ND GRADE BALANCED LITERACY:
A complete and informative overview of the program was presented at the 1/26/10 PTA meeting and will be posted on the Stratford website for those who missed it.
3RD GRADE LITERACY:
Includes writing in content areas, reading strategies across genres, shared reading, guided reading and development of comprehension skills. Daily literacy block is 2 periods long and follows model of 2nd grade balanced literacy. Guided reading groups meet with teacher approximately 3x cycle and material used in each group is based on level. Parents can contact teacher to learn what books child is reading and to understand current goals him/her. Typically while teacher is working with guided reading group, the remaining students are engaged in literacy-based activities such as independent reading (books chosen from leveled “browsing bins”). Children may be asked to complete graphic organizer giving them opportunity to independently demonstrate skills/strategies previously presented in a whole group lesson. Running records are administered periodically throughout the year.
4TH-5TH GRADE LITERACY:
In all grades, students are taught to read for information about a text, within a text and- particularly in the higher grades- beyond the text. Students are exposed to literacy in various ways including anthologies, content-area reading, vocabulary development, novels, magazines, etc. Teachers may use flexible groupings in reading based on the students’ needs, skills or interest level. Thus, groups are more fluid and are formed as needed to help students reinforce particular concepts that have been presented such as map reading skills, etc.
Stratford School December 2009 Curriculum Update
A general note about curriculum:
Stratford follows the New York State Learning Standards for each grade level. These are guidelines set forth by the state that are prescriptive as to depth of content and time period within which material should be covered. These guidelines can be found at the NYS Department of Education website www.nysed.gov.
Quest:
Quest is a gifted enrichment program focusing on enhancing higher level critical analysis and critical thinking. Participation in this program has required composite scores of 130 or higher on the CogAT test. In the past, the CogAT test had been given in various grade levels, however, for the past few years the test has been administered to students in grades 3 and 5.
Science Curriculum:
The classroom teachers at Stratford are the primary science teachers although Mr. Cronin, our science specialist, works with the students every other cycle on coordinated labs. Where appropriate, the classroom teachers do hands-on activities with the students as well. The 3rd grade science fair, which is a huge undertaking, truly enhances their curriculum. In 4th grade, there is an extra science period during the science cycle in an effort to support the work that the classroom teachers are doing and to help students prepare for the Elementary-Level Science Test in May. FOCUS provides enhancement to the 5th grade science program by giving students the opportunity to take field trips to explore their surrounding environment and gain a greater appreciation for Long Island.
Spelling:
Teachers on all grade levels use a variety of resources to teach and reinforce specific spelling principles and build word knowledge. “Word Study”, a component of the 2nd grade Balanced Literacy Program, includes spelling principles which focus on sounds and blends. Grades 3-5 use numerous materials to accomplish this task including spelling books to reinforce specific spelling rules, phonemic awareness, compound words, homophones, etc., as well as various spelling strategies. They also use lists of high frequency words that are often misspelled in student writing, and content area word lists to reinforce the terms learned in subjects such as social studies, science and math.