hoboken curriculum implementation plan 2009
TRANSCRIPT
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Curriculum
and Professional
Development
Implementation Plan
for the
2009 2010 Academic
School Year
Hoboken
School
District
Submitted
by
Dr
Anthony
Petrosino
Fall
2009
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Table
of Contents
Opening
Day
Agenda
2. First Day Activities
3. Curriculum Committee
by
School
4. Observation Forms
a.
TB Teacher
Observation Quicklist
b.
Principal Checklist
2
sided
5. Planned
Professional Development
Activities
for
2009-2010
a. Tools
of the
Mind
b. LitLife
c. ASCD
Understanding
by
Design
d. NJTAP tech training
e. Para/Teacher/Parent PD
6. Unit Planners
a. Unit
Plans
2009 20
10 HHS/Dr. Cella form
b. Unit Plan Template HHS/Dr. Cel la
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 N J DoE
b. 2008
Science Curriculum
and
Instruction Audit
LSC
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Opening
Day
Agenda
Is
change necessary
to
facilitate growth?
9:00 9:15 Welcome
Remarks Overview
9:15
Break to Individual
Meeting Rooms
9:15 10:30 Individual Group
Map
Overview:
Look
at
the curriculum
map
and
discuss
what
the map
represents time
frames topics
on
the map
as
an attempt
to keep grade
levels content
material consistent
among teachers and
schools
importance
of
pacing flexibility
with
testing
schedules
UBD Unit
Planner
Overview:
Look
at the
sample
provided
and
discuss
each
section.
Discuss MYP
role of
planner
and
the
Areas
of Interaction
as
part of the unit.
Sample
Planners:
Distribute and
discuss existing
units in content areas.
Assessments:
Distribute
and discuss district assessments
as well
as
teacher assessments
in the
classroom.
FAQ: Have colleagues
complete frequently
asked
question
form
and
collect.
If time allows
discuss.
If
time does
no t allow
save
discussion
until
the
next
session.
10:30—10:45 Break
10:45 11:15
Resume
Group Meeting
Practical
Use:
Discuss
FAQ if
necessary Have
colleagues begin
planning
their
first couple
days
of
school.
How
will
they
take
the existing
curriculum planners
and make
them their
own?
11:15 11:30 Full group reconvenes
to
share questions
or comments
to be
addressed
at
future
professional
development.
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First
Day
Activities
The
fol lowing curriculum
commi t t ee
member s
will
lead discussion
on
practical aspects
of
implementing
th e
n ew cunic u lum .
Membe r s
w i ll h elp
fellow
teachers
navigate
th e
resources
th a t h ave
been
developed.
The se r esourc e s
include
curriculum
mapping
th e
Big
Idea fo r
e ac h un it
PYP
planners
MYP
planners district assessm ents and th e
updated
CD-ROM.
Middle
Social
Studies/Holocaust
Language
Arts
M athemat ics
Science
Ms.
Tara Donnelly
Ms. Andrea
Canonico
and
Mr.
Mart in
Shannon
Mr.
Lou Tag lie ri
and
Ms. Gabriella Garcia
Ms. Be ss Mi ts ako s
319
3 6
317
312
Grade
Level/Discipline
Curriculum
Committee
Room
Number
Member s
Primary
Grade
Ms.
El is e Granovsky
33
Grade
2 and Grade
3
Ms.
Veronica
Ramos
324
Grade
4
Ms.
Kelly
Sogluizzo
323
Grade
Mr. Kevin
Metcalf
322
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
No Room
Assignment/Floater
Child
Study Team K -i 2
Attend
session
in
your
grade
area
to get
genera l
idea
of
curriculum
Special
Education Attend area
of
HQ
status
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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 sta te s tandards
Understanding
by Design and
assessments
Tomlinson Beth
Brandt
Cullen Sharlette
Calabro
Donnelly Tara
Calabro
Littzi Jill
Calabro
Gualario Lea
Wallace
Ramos Veronica Connors
Shannon
Martin Connors
Sogluizzo
Kelly
Connors
Suyat Jennifer
Connors
Taglieri
Louis
Connors
Cohen Frances Demarest
DeBendetto
Damian Demarest
DeRose Helen
Demarest
England
Derek
Demarest
Kelly
Kathleen
Demarest
Munoz Christopher Demarest
Piccapietra
Robin
Demarest
Alberto Kolmer
Melanie
HHS
arfield Edward
HHS
Bruno
Isabel
HHS
Chodos
Victoria
HHS
DeLaRosa
Geidy
HHS
Kezmarsky
Kate
HHS District
McGreivey Michelle
HHS
McKenzie
Howard HHS District
Patel
Meghna HHS
Ramos
Jared HHS
Safko
Stephanie
HHS District
Sorafine Ryan
HHS
Stephens
Fiona
HHS
Taraszkiewicz
Mark HHS
Toles
Denise
HHS
Wilson Jenissa
HHS
Cacsiano Amy
Wallace
Canonico
Andrea Wallace
Cassessa
Vincent
Wallace
Fusco
Lynn
Wallace
Leggard
Tasha
Wallace
Marchesani
Romy Wallace
Mitsakos Bess Wallace
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Perez
Roseangela
Wallace
Rosenberg
use Wallace
Shikham
Janice
Wallace
aglieri
Gabriela Wallace
Tirnidad
Payamps
Tania
Wallace
Yula
onna
Wallace
Yula onna
Wallace
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Observation
orms
The following
are
a
series
of
observation
forms
that
were
developed by the
urriculum
ommittee
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lB
Teacher
Observation
Quicklist
“What
to
look for in an MYP
classroom?”
Is
a unit question
posted?
a
If yes
what
is
the
unit question?
2
Is the teacher
focusing
on
an
Area
of
Interaction?
a
If yes
with which Area s
is the
teacher
working Approaches
to
Learning,
Health and
Social
Education
Community
and Service
Human
Ingenuity, Environments ?
3
What
pedagogical
approaches
is
the
teacher
using to structure student learning
today?
a
Independent
Student Engagement with Text
Very Evident Somewhat
Evident
Little
Evidence
No
Evidence
b
Small Group/Partner
Project
Work
Very Evident
Somewhat
Evident
Little
Evidence
No
Evidence
c
Purposeful Talk
Very Evident
Somewhat Evident
Little
Evidence
No Evidence
d Closure/Reflective
Activity
Very
Evident Somewhat
Evident
Little
Evidence
No
Evidence
e
Teacher Lecture
Very
Evident
Somewhat
Evident
Little
Evidence
No
Evidence
f
Teacher
Lecture with Multimedia
Very
Evident
Somewhat
Evident
Little
Evidence
No
Evidence
Comments:
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Principal
Checklist
2 sided Side
A
3-5 minute
informal
observations
eacher
Grade/Subject:
Unit
The
Big
Idea and unit
questions were displayed
so that the students
could
refer
back
to
them
throughout
the unit
Date
Date Date
Date
The rea
of
Interaction
was
posted grades
6-10
Date
Date
Date
Date
The
teacher and students were
actively engaged in
meaningful
discussion
open-ended
question
Date Date
Date
Date
The textbook
is one resource
among many
evidence
of multi medialvarious
types of resources
Date
Date
Date
Date
The
learning
activities helped
the students experience
key ideas
and
explore
the
issues
whereto
Date
Date Date
Date
The
students had
opportunities
to
generate
relevant
questions
Date
Date
Date Date
Comments:
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2
sided-Side B
edagogy
omprehension
Transformation
Instruction
valuation
Reflection
10
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Professional
Development
Following
are
the
Professional
Development
Plans
in
place
for
academic
year
2009 2010
to
assist
in
curriculum
implementation
and
State compliance
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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
teachers that the
last
day
of
school is the
not
the
23”’
Completed
b.
Week
of July
13
Administrators
training Completed
c.
August 26-
Volunteer
Classroom
Set
Up
Visitation
d. August
31— teachers and assistants,
administrators
when
possible
e.
October
21
teachers, assistants,
administrators
f.
December 16-
ull ay Training
for Teachers
and Administrators
Substitutes
needed
g.
January 27 -
District ha s
a 1:00
day, substitutes
may
be
needed
h.
March
10-
Full
Day
Training for Teachers
and
Administrators
Substitutes needed
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
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LitLife
Summary:
LitLife consultants work in
schools to implement innovative
structures
for
teaching
reading
and
writing. After
a careful analysis
of a
school’s environment
and
history they
work with staff members
to enrich teaching
methods and curriculum
in
reading
and
writing.
They
help teachers
and
administrators
in realizing
their
goal:
a
happy
school
in which children
and adults alike thrive. During
the 2008 09
school year
LitLife was contracted to
work
with
teachers
in
Grades 1-3.
For the 2009 2010
school
year the contract has been expanded
to Grades 1-5. LitLife
emphasizes
reflection
and
self
regulation
consistent themes
along
the
full PreK 12
arc of
the curriculum
revision
process. Principal Lorraine Cella
was
instrumental
in bringing LitLife
to the attention
of
the district and
NCLB
Coordinator
Jennifer Lopez and Dr.
Petrosino have worked
with
sPatricia Reily and associates at LitLife
to
develop
a
comprehensive
plan for
professional development
in
literacy
for Grades
1-5.
In
addition LitLife
has assisted in
curricula
review for Language
Arts Grades
1-5.
• Meeting
with teachers
grades 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
trainer availability
must
be
confirmed
with
Patty
Reilly
Following
Dates are
Planned
•
9/24 Full Day
•
10/21 In Service Trainers in
the
AM/PM workshop
•
1/27
In
Service Trainers in the AM/PM workshop
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ASCD- Understanding
by
Design
Tentative
to
RFO
solicitation,
if
required
by BA
Summary:
Understanding by
Design,
or
UbD,
is
an
increasingly
popular tool
for
educational planning
focused
on
“teaching for
understanding”. The
emphasis
of
UbD
is
on
“backward design”,
the
practice
of
looking
at
the
outcomes
in
order
to
design
curriculum units,
performance
assessments,
and
classroom
instruction.
The UbD
framework was designed by
nationally
recognized
educators
Grant
Wiggins
and Jay
McTighe, and
published by
the Association
for Supervision
and
Curriculum
Development. According to
Wiggins, “The potential
of UbD
for curricular
improvement
has
struck
a chord
in
American education.
Over 250,000
educators
own the
book.
Over
30,000
Handbooks are
in
use.
More
than
150 University education
classes use the book
as
a
text
and
it
ha s
become the standard suggested
format for curriculum
design by
the
State
ofNew
Jersey’s Department of
Education.
UbD/ASCD
was
brought to
the
district
by
Dr.
Petrosino
in
November of
2007
and was
greatly expanded
with
the help
of
professional development
funds
and coordination
with
NCLB
Coordinator
Jennifer
Lopez. All
principals
have attended
workshops
on
UbD
and
over
50
teachers
in
the
district
primarily
on
the
Hoboken
Curriculum
Committee .
•
Sept.
24,
2009
—4
ASCD
trainers
staff
groupings TBD
•
Oct.
21
22—
Elizabeth
Rossini
•
Jan.
27*
28
Elizabeth
Rossini
•
6 additional dates
TBD
PM scheduled
district in-service day
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Other Professional
Development
Planned
or Pending
for
2009-20
10 School Year
NJTAP
Tech
training as
of
7/709 conversation
wIE. Carvalho,
detai ls TBD
Summary:
School
districts/Charter Schools are required
to
assess students’ technological
literacy
from
state 8.1
Computer
and
Information
Standard
and
federal
NCLB,
Title
D mandates.
New Jersey
Technology
Assessment
of Proficiency
and Integration
NJTAP-IN
is a combination
of strategies,
tools and
resources
so that teachers can assess
technological
literacy
while
doing what
they already
do in
the
classroom
using
technology.
The information
sessions
that were
conducted
in
early October 2006
provided detail
on what
that
would
look like.
However,
the
NJDOE
does
no t
dictate
when or
how
assessments
are to
be done.
There
are
several
options,
such
as purchasing
an assessment
tool,
developing
a district made
tool
or adopting NJTAP IN
recommendations
NJTAP IN is
the recommended
option
• Training
schedule/ hrs.
required
• Staff involved
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Para/Teacher/Pa
rent PD
Summary Dr.
Aniello has
a
proposal designed
fo r
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. r
Aniello’s
proposal:
Para
Professionals
Five 5
Sessions
September
2009
to
June
2010
3:00 to
5:00
Topics
1
Identification of students
with
Special
Needs
2.
Laws/Regulations
IDEA/NCLB/504-ADA/FERPA)
3.
Intervention/Accommodations/Strategies
4.
Behavior
Management
5.
Inclusion
6. Co-Teaching
7.
Bullying
8.
Autism
9.
Para
Professional
Parent Communication
10. Teacher Para Professional
Communication
Hoboken Professional
Development
For Teachers
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
Hoboken Parent
Educational Program
Topics
1
Bullying
2.
Understanding
your Child
as a Student
a. Home Work
b.
Classroom
c. Social
interaction
3.
Your
Child
and
Special
Needs
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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
reserves
)
to
address their
specific issues/concerns
in not
meeting
AYP.
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Unit Planners
Dr
Lorraine
Celia
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Unit
Plans
2009-2010
Unit
plans/lesson
plans are
due prior to
implementation
to
your
supervisor.
In
addition,
all
general
educators
must provide
copies
of
unit plans
to
their
special educator on the
same day
that
plans
are given
to
the
supervisor.
The
inclusion teacher,
then, over
the
course of
the unit, will
modify
lessons
as
per IEPs
Those
modifications
study
guides
word
charts,
graphic
organizers, T-charts,
mnemonics,
KWL
charts
etc.
should
be submitted
to
special
education
supervisor
principal
upon
completion
of the unit
In theory,
if
you plan units for
about 4
weeks, the
following
dates
might
serve as
“due
dates”:
General
Educators: In-class
Support
Educators:
September 4
End
of
Sept/beginning
of
Oct
October
2
End of
Oct/beginning
of
Nov.
November 3
End ofNov/beginning
of
Dec
December 4
You
get the
picture
January
8
February
March
April
2
May
7
June
4
Plans
should
include
tests, quizzes,
rubrics,
etc
Midterms
and
finals
are
to be
generated by
course,
so
these
exams
need to
be
“common”.
I
understand
that
the
curriculum
committee
has
written
some
common assessments.
These should be reviewed
as
soon
as
possible.
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.
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Side
A
Unit Plan
Template
2009-2010
Teacher’s
name:
Co-teacher:
if applicable
Course:
Unit
Title:
Dates
of
unit
delivery:
tage
One Desired Results
should
not be differentiated
ssential
Questions
and
area
of
interaction
for
grades
and
10
Knowledge
What do
I want my students to
know?
Skills What
do
want my students
to
be
able to
do?
tage
Two Assessment
Evidence
How
do
I know
what
my
students
learned
and can
do?
Differentiation
is
likely
Performance Tasks
Other Assessment Evidence
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Side B
Stage
Three
Learning
Plan aka
Lesson Plans aily
work
should
be
differentiated
21
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Name
Date
Observable
Indicators of
Teaching
for
Understanding
What
does
“teaching
for
understanding” look
like?
What would
we expect
to
see
in an
Understanding
by
Design
classroom?
The
following list of observable
indicators
includes
items
can
be
found
on
pages 268 and 269 in Understanding
Design:
Professional Development Workbook
by
Jay
McTighe
and
Grant Wiggins.
N N
not
noticed
5
Clear
3
Somewhat Clear
Misguided Misunderstood
The
Unit
and
Course Design
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.
Multiple
forms of assessment
allow
students
to
demonstr te
their understanding
in various ways.
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.
Assessment
of underst nding
anchored by
uthenti
performance
tasks
calling
for students
to
demonstr te
their
understanding
and apply
knowledge and
skills.
Teacher,
peer,
and
self-evaluations
of
student produ ts
and
performances
include
clear criteria
and
performance standards.
The
unit
or course design enables
students
to
revisit
and
rethink
important
ideas
to
deepen their
understanding.
A
v riety
of resources
are
suggested.
The
textbook
only
one resource
among
many
instead of
the
syllabus .
Comments:
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N N
not
noticed
Clear
Somewhat
Clear
0
Misguided Misunderstood
The
Teacher
Informs students of
the Big
Ideas
and Essential
Questions,
performance
requirements,
and
evaluative
criteria
at
the beginning of
the
unit
or
course.
Hooks and
holds students’ interest
while they examine
and explore
Big
Ideas
and Essential
Questions.
Uses
a
variety
of strategies
and interacts
with
students so
as
to
promote deeper
understanding
of
subject
matter.
Facilitates students’ active construction
of meaning rather
than
simply
“telling” .
Promotes
opportunities
for
students
to unpack their
thinking to explain,
interpret
apply,
give
perspective,
empathize
and examine
self-knowledge incorporates
the six facets of understanding .
Uses
questioning, probing,
and
feedback
to stimulate
student
refection
and
rethinking.
Teaches
basic knowledge and
skills
to help
students
uncover
Big
Ideas
and
explore Essential Questions.
Uses information from
ongoing assessments
to provide
feedback
for
guiding
rethinking
and revising instruction
Uses information from
ongoing
assessments to check
for
understanding and
misconceptions
along
the
way.
Uses a
variety
of
resources more
than
text to promote
understanding.
Comments
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N/N
not
noticed
5
Clear
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
hooked
at
the
beginning
and
engaged
throughout
the
unit.
Can
describe
the
criteria by
which
their
work will
be evaluated.
Are
engaged in
activities
that
help
them
to learn
the
Big
Ideas and answer the
Essential Questions.
Are
engaged in
activities
that
promote explanation,
interpretation
application,
perspective
taking,
empathy
and
self-knowledge
the
six
facets .
Demonstrate that they
are learning
the
background knowledge
and
skills th t
support
the
Big
Ideas and Essential
Questions.
Have opportunities
to generate relevant 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
riteri
and rubrics
to
guide and revise
their
work
Set
relevant
goals based
on
feedback
Comments:
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Teacher’s name:
XYZ
Memoir
Co-teacher: if
applicable
ABC
Course: English I
Unit
Title:
Writing
Memoir
Dates of
unit
delivery: September
possibly
into the first
week of
October
tage
One:
Desired Results
This
writing
unit is based on the theory
that if
I want
students to
write
in
a particular
genre, they
need
to
read
and
analyze
that
genre first.
Therefore, we
•
will
study
memoirs that
students
can “write like”
• will
mentor
authors, analyze writing
structures/techniques
employed
by
authors
•
will
ultimately
construct an
original
memoir
of object,
place,
event
or
person
utilizing
the stages
of
the
writing
process.
ssential Questions Areas of Interaction: Approaches
to
Learning/Human
Ingenuity
While reading and analyzing memoirs:
How
can we
read
as
writers
do?
2
What
are
effective writing
structures?
3
How do authors
craft
experiences into
engaging
memoir?
After several memoirs have
been
read:
4. What if
any common
themes emerged
in
our
mentor
memoirs?
As students
craft
their
memoirs:
5
Which small moments
in
our lives
can
be
developed
into effective
memoir?
6
What can
we
learn from writers
to
improve
our
own
writing?
Knowledge What do
I want
students to know?
•
that
small
moments
in
our
lives
can be shaped into effective
writing
• that detail and word
choice
are
critical elements
of
good
writing
• that “good” writing
is unified
and “sticks” together
• that
good
writing
takes time, is really hard
work, and
is
not easy for anyone
• that
effective
writing
involves risk taking
• that revision strategies
are
keys
to
successful
writing
pieces
Skills
What
do
I
want students
to
be
able
to
do?
3.4 Reading:
use
speaking,
listening, viewing to
assist with reading;
6
read
literally, inferentially
and critically;
8
read
with
comprehension;
9.
use
prior
knowledge
to
extend
reading
ability
and comprehension
and
to
link
aspects
of the text with experiences and
people;
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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.
Stage
Two
Assessment
Evidence
or
How
will
I
know what
students
learned and
can
now
do?
Performance
Tasks
Upon completion
of
this
unit
students will
construct
a
memoir
applying/incorporating
various
techniques
learned
from our
memoir study.
se e
rubric
attached
Other Assessment Evidence
Annotated copies of mentor memoirs
housed in folder
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Notes on authors
Writers
notebook
of
try its
Drafts
and annotated
drafts of original
memoir
Process
essay
meta-cognitive
Stage
Three: Daily
work
include
handouts,
rubrics,
quizzes
etc.
Premise
for daily
work:
Students
must
read a particular
genre if we
want
them
to write
in that
genre.
So
the
first
two
weeks
are
spent
analyzing
memoirs
pieces. The
last two
weeks
are spent
“writing”
memoir. For
the purpose
of this
sample, an brief
outline
is
included
anyone
who wishes
more detailed
daily
plans/information,
see Lorraine
Celia.
Day
One:
Read
aloud
“The
Jacket”.
Provide
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
each
student and
a
highlighter.
Ask
students
to
re-read,
highlight
and annotate according
reading
CPIs. Review
as
necessary
based
on
yesterday’s
discussion.
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
Day
Four:
Jig
Saw
yesterday’s
work.
Day
Five
Ten
Emphasis
on
What
is
the So
What of the
piece?
“The
Visit”
memoir
of
person
“The Kitten”
memoir of event
“Barbie
Q”
memoir
of
object
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“ intendo Saved
Me”
m moir
of
object
ext
two weeks
is spent
brainstorming drafting,
revising
an
original slice
of life
memoir
using each piece
studied
as mentor
piece.
For detailed daily
plans, see L.
Cella
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Y
Unit Planner
lank
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Stage
Integrate
significant
concept,
area
of interaction
and
unit
question,
and ensure
it
can
be
assessed
i; ?
44
4
Unit
Title
Teacher s
Subject and Grade Level
Time frame and
Duration
Area
of
Interaction
Focus
Which
Aol will be
your focus?
Why have
you
chosen this?
Significant
Concept s
What a re t he big
ideas?
What
do
want
my
students
to
retain
for
years into
the
future?
MYP
Unit
Question
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?
Which specific
MYP
objectives will
be
addressed
during
this
unit?
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Which MYP
assessment
criteria
will
be
used?
Stage
2:
Backward
planning: from
the
assessment
the learning
activities
through inquiry
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?
Learning Experiences
Teaching
Strategies
How will we use formative
assessment
to give
students
How will students
know
what is
expected of
them?
Will
they see examples
rubrics templates
etc.?
feedback
during
the unit?
How
will
students acquire
the
knowledge
and practise
What
different teaching methodologies
will we
employ?
the
s lls
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?
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Resources
What resources are
available
to
us?
—low will our
classroom
environment local
environment and/or the community
be used
to
facilitate
students’
experiences
during
the
unit?
Ongoing
reflections
and
evaluation
n
keeping
an
ongoing record
consider
the
following
questions
here 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
i
any extension activities
arose?
How d id we reflect both on the
unit and
on our
ow n
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
llow students
to
demonstrate
the
learning
objectives
identified for this
unit? Did 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 decide on
the
data
to collect?
Was
it
useful?
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Unit
Title
Theme
of
the Unit
Teacher s
Subject and Grade Level
Time frame and uration
Stage I: Integrate significant concept,
area of interaction
and unit
question,
and ensure it can
be
assessed
Area of
Interaction Focus
Which
Ao l
will
be your focus? Why have
you
chosen
this?
There
are five Areas of Interactions:
• Community and Service
•Health
and Social
• Environments
•Human Ingenuity
.Approaches
to
Learning
Each
unit
should include Approaches
to
earning
and
one
additional Area
of
Interaction
Significant
Concept s
What are the big
ideas?
What do
want my
students to retain for
years
into
the
future?
• Understanding from
Big
Idea sheet UBD
planner
MYP Unit
Question
• 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
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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
Which
specific MYP
objectives will be
addressed
during this unit
•
Variable
based
on subject
• Obtainable from
subject guides available
on N
drive
Which
MYP
assessment criteria will be
used?
•
MYP assessment criteria
• Obtainable
from
subject guides available
on
N
drive
Stage
2:
Backward
planning: from
the
assessment
to
the learning
activities
through inquiry
ont nt
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?
•Established
oalsfrom
Big
Idea
sheet UBD planner
•NJCCCS
Approaches
to
Learning
How
will
this unit
contribute
to the
overall development
of
subject-specific
and general
AtL
skills?
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•Variable
based on
subject
Learning Experiences Teaching
Strategies
How will
we
use
formative
assessment
to
give
students
How
will students
know
what is expected of
them?
Will
they
see
examples
rubrics
templates
etc.?
feedback
during the unit?
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?
Vary
based
on teacher
•Vary
based
on
teacher
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?
Variable
examples
may
include
•Textbooks
•Novels
.Technology
• udio
•lnternet
‘Video
Ongoing
reflections
and evaluation
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
any
extension
activities
arose?
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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
ssessment
Were
students
able to
demonstrate their
learning
Did
the assessment
tasks
allow
students
to demonstrate
the learning objectives
identified
for this unit
Did
make
sure
students were
invit
to
achieve
at
all
levels of
the criteria descriptors
re
we
prepared
for the next
stage
Data
collection
How
did
decide on
the
data
to collect
Was
useful
• Unit reflection
based on
students
and
teachers
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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 S ta te 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
Where
do
textbooks
fit
into
the implementation
of
the
curriculum?
Textbooks are certainly
a
resource
to
be
utilized
for enacting
curriculum
but they
are
no t
the only resource.
There has
not been a change
in
the textbooks
the district
uses no r 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
How
will
planning be different or not
compared
to previous
years?
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
How come the unit
plans
do
not
follow
the
textbook?
Most
of these objectives have been completed by
the curriculum
committee over the
past
18
months and
also previously
gone ove r
in lB Workshops
that many
district teachers
participated
in
over
the last
years.
Again
the
textbook is
a
resource
bu t does not take
the place
of
the
unit
planner
which
helps
the student
link the
curriculum
to
broader
more
integrated
topics.
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The
unit
planner
is
meant
as a tool:
Starts
from an
area
of interaction
context
Includes
the MYP
objectives in stage
of
the
planner
What Makes a Good Unit?
Is the
unit
driven
by
an
open-ended, multifaceted unit question
that engages
students?
Are
the
significant
concepts
and
unit question
conceptually
based?
Does it
focus on one
main
area
of
interaction
and
potentially
leads
to
interdisciplinary learning?
Will the
unit
be
guided and driven
by
the
MYP
unit question
that
integrates the
significant concept s
of
the
subject matter with
the
context
provided
by
the areas
of
interaction?
Do
the
assessments
distinguish
students’
engagement with
the
MYP
unit question
and learning
objectives?
•
Do the
assessments
provide
varied
opportunities
for the
students
to
show
their
knowledge,
understanding, skills
and attitudes?
•
Have
appropriate assessment
criteria been
selected and aligned with subject
objectives?
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,
bu t they shall not
be required to “clock
in or
clock
out”
by
hours or minutes” While Moreover,
all
elementary
teachers
sha ll 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
per iod. 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
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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.”
Where
can
I get a copy of the
new
curriculum?
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 wil l be
using
the same curriculum.
Textbooks
and other
resources
will
be left
largely
to district and
school
administrator’s
discretion.
How
will this impact
homework
and
testing?
Homework and
testing will
remain
consistent with Board
policy.
39
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8/18/2019 Hoboken Curriculum Implementation Plan 2009
40/60
Cu
rric
ulu
m
Au
dit
R
ep
ort
Hoboken
School
District
Feb
rua
ry
6
Ma
rch
1,
20
07
PA
RT
1
.
I
NT
RO
DU
CT
ION
T
eam M
em
be
rs
D
ian
e
P
all
itto
Ann
Small
S
tan
G
raje
wsk
i
L
inda
G
ro
ss,
B
arb
ara S
ach
s,
R
ob
ert Kra
me
r
Jo
hn
M
osc
he l
la ,
W
alte
r
R
us
ak, Bi
ll D
eme
fro
ula
k
Ja
me
s
L
erm
an
Au
dit of
D
istr
ict
Cu
rric
ulu
m
M
ate
rials and
Pr
ofe
ssio
nal Dev
elo
pm
ent C
ontr
act
s
F
ebr
uar
y
26
and
Fe
bru
ary 27
, 20
07 b
y
Di
ane Pa
llit
to and A
nn Sm
al
l
Sc
hoo
l
V
isit
atio
ns
a
nd
Dat
es
Den
iar
est
M
S
Feb
.
2
8
Ma
r.
Hob
ok
en
H
S
Fe
b.
2
8
M
ar
.
Connors Primary
9 Feb.
28
W
alla
ce
Pri
mar
y
6
Feb
.
28
F
oc
us
an
d
Qu
esti
ons
Th
e
f
ocu
s
of
thi
s
re
por
t is to
do
cum
en
t
evi
den
ce pert
ain
ing to
th
e
fo l
low
ing
o
ve ra
rch
ing
qu
es t
ion
s
Is
the
re a B
oar
d
a
pp
rove
d
cu
rric
ulu
m tha
t
i
s
a
liae
d
to
NJ
QS
AC
elem
en
ts
in
e
xis
tenc
e
fo
r a
ll of t
he
s
ub
co
nte
nt a
rea
s?
2
.
T
o
w
ha
t deg
ree is
the Di
stri
ct’s
curr
icu
lum bei
ng im
ple
men
ted
i
n
th
e
c
las
sroo
ms
?
3.
Is
the
academic
program
suppor ted
by
staff
development?
4.
W
ha
t staf
f
d
eve
lop
me
nt
ha
s
t
he
d
istr
ict
h
ad
sin
ce
Sep
tem
be
r
20
05 a
nd
wha
t has
it
c
os t?
-
8/18/2019 Hoboken Curriculum Implementation Plan 2009
41/60
u
r
ri
cu
lu
m
u
d
it
R
e
po
r
t
Pro
ces
s
U
se
d in
all
S
cho
ol
D
istr
icts
Th
e
cha
rge
f
or
this
p
roj
ect
was
to
do
cum
en
t
th
e
ev id
en
ce
i
n
s
upp
or t
of
th
e
ab
ove
o
ver
arc
hin
g
qu
esti
ons
an
d no
t
eva
luat
e
the
ef
fec
tive
nes
s
of
th
e i
nstr
uct
ion
an
d
/ or
c
urr
icul
um
r
eso
urc
es.
T
o
ac
hie
ve
t
he
aim
,
5
7
r
et ir
ed
s
upe
rin
tend
en
ts
sta
ff
d
eve
lope
rs ,
pr
inci
pal
s
and
s
upe
rv i
sors
as
wel
l a
s
un
ive
rsit
y
p
erso
nn
el
w
ere
s
ele
cted
to vis
the
d
istri
cts
a
nd
rec
ord
e
vide
nce
ava
ila
ble
to
a
n
obs
erv
er.
t
th
e be
gin
nin
g o
f the
p
roc
ess
tw
o
m
em b
ers o
f
the
dist
rict
tea
m
exa
mi
ned
t
he
wr
itten
cur
ricu
lum
in
e
ach c
on
t
are
a
r
equ
ired b
y
the
sta
te
an
d
lis
ted
th
e
ma
ter
ia ls
ou
tlin
ed
in
the
d
istr
ic t
do
cum
en
ts.
T
hey
note
d
the
pres
enc
e or
a
bse
nce o
f
the
fo l
low
ing
i
mpo
rta
nt
cur
ricu
lar
elem
en
ts
•
T
he
c
urr
icu
lum
is
cle
ar
ab
out
wh
at is
tau
ght to
c
hild
ren
.
•
T
here
are
re
fere
nc
es
of
the
N
JC
CC
S
to
th
e
cu
rri
cu lu
m.
•
T
he
cu
rric
ulu
m
incl
ude
s
gra
de -
lev
el
b
en
chm
ark
s
and /
or
in t
erim
as
sess
me
nts.
•
Th
e
c
urr
icu
lum
con
tai
ns
a
p
acin
g
c
har
t
scop
e
an
d
se
que
nce
.
•
T
he
cu r
ricu
lum
c
on t
ain
s
re
fere
nce
s
t
o
te
chn
olo
gy .
•
The
cu rriculum identif
ies
i
nstr
uct
iona
l
reso
urc
es .
T
he
inf
orm
ati
on
fro
m
th
e w
rit
ten
c
ur r
icul
um
re
vie
w
w
as
give
n
to
sc
hoo
l
vi
sito
rs
wh
o
u
sed it
in
th
eir
v
isi t
s to
th
c
lass
roo
ms
in
se
lec
ted
sc
hoo
ls.
T
he
sch
oo
ls
i
n eac
h
d
istr
ict
w
ere
se
lec
ted
b
y
th
e pr
oce
ss dev
elo
ped b
y
the
d
irec
tor
o
f
the QS
AC
rese
arc
h Th
e
c
las
sroo
m
ob
serv
ati
on s
s
erv
ed
as
e
vid
enc
e
o
f
th
e
ex
ten
t
to
w
hi
ch
t
he
w
rit
cur
ric
ulum
was
bei
ng
im
ple
me
nted
.
T
he
o
bse
rve
rs
loo
ked
for
e
vid
enc
e
tha
t t
he
tea
che
rs us
ed
th
e
dist
rict
cur
ricu
lum
to
ma
ke
d
eci
sion
s
ab
ou
t w
hat
to t
eac
h.
The
y
n
oted
teac
her
s’
exp
ect
at io
ns as
exp
ress
ed in
t
heir
o
bjec
tiv
es
ob
ser
ved
stu
den
t
wo
rk as
dis
pla
yed in
th
e ro
om
s
an
d
hal
lwa
ys
and
r
eco
rde
d
wha
t
w
as
ha
ppe
nin
g
i
n
c
las
sroo
m
du
rin
g
t
he
mi
nut
es
the
y w
ere
in
t
he
cl
ass.
F
or
th is
la
tter
o
bse
rva
tion th
ey
u
sed
th
e
pr
oto
co ls se
t
fo
rth
i
n the
b
ook
T
he
T
hre
e-m
in
ute
Cla
ssr
oom
Wa
lk-
thro
ugh
by
C
aro
lyn
Do
wn
ey , Be
tty S
tef
fy,
Fe
nw
ick
En
g
L
arr
y
Fra
se
a
nd
W
il
liam
Po
sto
n,
JR
.
Th
e
D
istr
ict’
s
p
rof
ess
ion
al
dev
elo
pme
nt
co
ntra
cts
and
st
aff
su
rve
ys
ser
ve as
ev idence
tha
t
staf
f
development
sup
po
rts the
in
str
uc ti
ona
l
pr
ogr
am
an
d
ser
ves the
ne
eds of
th
e
sys
tem
.
W
h
ile
all
staf
f
d
eve
lop
men
t
w
as
exa
min
on
ly
con
trac
ts
n
ea r
or
ab
ove
10
0 00
0
ar
e rep
ort
ed
ind
ivid
ual
ly .
Fi
nall
y
a sh
ort
s
urv
ey
of
t
eac
he r
s in
ea
ch
of
the
s
cho
ols
w
as
d
istr
ibu
ted
to
th
e t
eac
he rs an
d
c
olle
cted
ano
nym
ou
sly
.
The
resu
lts
giv
e so
me
sen
se
o
f
wh
ethe
r
th
e
st
aff
va
lue
s
the
d
istri
ct’s st
aff
d
eve
lop
men
t
eff
or ts a
wh
eth
er
th
ey
re
por
t
t
ha t
the
y
us
e
the
info
rm
atio
n
in
the
ir pra
ctic
e.
All
da
ta
c
olle
cte
d
fo
r
t
his
p
roj
ect
are
ca
lled
an A
pp
end
ix
and
i
nc lu
de
d
in
a
f
ile
hel
d
in the
D
epa
rtm
ent o
f
Edu
cat
ion
o
ffic
e.
I
n
add
itio
n
to
th
e
co
mp
lete
d for
ms,
sam
pl
e
form
s
th
at
we
re
u
sed i
n the
w
hole
pr
ojec
t ar
e
a
ls
included
in this
a
ppe
nd
ix.
-
8/18/2019 Hoboken Curriculum Implementation Plan 2009
42/60
-
8/18/2019 Hoboken Curriculum Implementation Plan 2009
43/60
refe
ren
ces t
hat
h
elp g
uid
e
tea
che
rs to
ap
pro
pria
te
te
chn
olo
gy
lea
rnin
g
a
nd
use ac
ros
s all
co
nte
nt
ar
eas
an
d
ass
essm
en
t in
fo r
ma
tion
w
ith
b
enc
hma
rks
f
or stu
de
nt s
ucc
ess
Th
is
doe
s
not cur
rent
ly
app
ear
t
o
be th
e
c
ase
i
n
H
obo
ken
;
h
ow
eve
r
the
re is
a
t
ime
lin
e in
pla
ce
for c
urr
icul
um
r
evis
ion
t
akin
g
in
al
l
s
ubj
ects
thro
ugh
2
009
Th
e
di
stric
t
ha
s
no ce
ntr
al
o
ffic
e adm
in i
stra
tio
n
de
dic
ated
to
c
urri
culu
m
and
in
str
ucti
on
How
ev
er
tea
che
rs
in
the
sc
hoo
ls
se
em
to
hav
e do
ne a
go
od
jo
b
of
us
ing
th
e
NJ
CC
CS
, C
ur
ricu
lum F
ram
ew
or
ks
texts
and
old
unda ted
cou rse
outlines
to
implement
a
program
that helps students
achieve the NJCCCS
They
n
eed
th
e di
rec
tion
of
w
ell
c
on
stru
cted
c
urr i
cula tha
t
m
eet
N
JQS
AC
sta
nd
ards
to
h
elp stu
den
t
ac
hie
ve
t
he ir
fu
ll
pote
nti
al
1
Is
t
her
e a
w
rit
ten
cu
rric
ulu
m
in
al l con
ten
t a
rea
s
t
hat
in
clu
de
all e
lem
ent
s cit
ed
in
N
JQS
AC
?
Hob
ok
en
Hig
h
Sc
hoo
l of
fers
th
e
Inte
rna
tion
al
B
acca
lau
rea
te
pr
ogr
am in
an
d
g
rad
es
T
hi
s
curr
icu
lum
des
ign
ed
to
be
ch
alle
ng i
ng
f
or stud
en
ts
and fo
cus
es o
n
i
nte
rdis
cip
lina
ry
act
iv it
ies and h
igh
er
ord
er
thin
lci
iig
ski
The
w
rit
ten cu
rric
ulum is
cle
ar wit
h
s
cop
e and
seq
uen
ce ma
ter
ia l,
as s
ess
men
ts
a
nd ben
chm
ar
ks
a
nd co
rrel
atio
n
th
e
N
J
Co
re
Co
nte
nt Sta
nda
rds
It is
no
t
clea
r
h
ow m
any
stu
den
ts
are
enro
lle
d
in
the L
p
rog
ram
,
bu
t
it
is
no
t
a
students
T
he d
istr
ict
als
o has
the cur
ricu
lum
in
pla
ce
for
a
mi
ddl
e lev
el
L
pro
gra
m
ca
lle
d MY
B w
hic
h
m
ee
ts
N
JQS
AC
s
tand
ard
s
I
t
is not
c
lear h
ow
m
an
y
st
ude
nts
ar
e
in
thi
s pro
gra
m
B
ut
oth
er
c
ur r
icu
la
at
the h
igh
s
cho
ol
m
idd
le ,
a
nd e
lem
en
tary
gra
des
are n
ot w
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