P.S. 317 The Academy Children Deserve

“The Steps to Success in Early Childhood Development.”

“THE PUGGLES”

• Christopher Cipollo• David Cugini• Tara DePaolis• Carolyn Reilly

SNEAKERS,

our school mascot.

intelligent

curious

respect

http://www.youtube.com/watch?v=V1K_8jfXuTo&feature=related

The school’s mission is to promote an appropriate learning environment for all students. Each student has the potential to learn and we look to meet the needs of the “whole child.” Individualized programming will be implemented to meet needs of the all the children we teach. All children are creative in their own way. The educators will include their creativity into the learning environment to ensure skill acquisition and generalization of knowledge.

The school will create an environment where the students can learn from the challenges they face socially, mentally, physically, emotionally and academically. It is our goal to promote positive learning experiences for our students to become lifelong learners.

I did it!

Spotlight

“Whole Child” concept

-enhancing each child’s self-concept.

-Resiliency “Promoting success for everyone.”

-teaching children to meet the challenges ahead of them and become more capable because of their experiences.

Infusion of the Arts

-By tapping into our students hidden talents we hope to motivate and deepen their learning.

-The Arts will be infused into our Balanced Literacy program first.

“Whole Child” -Development of each child’s self-concept through academic and social growth.

-Appreciate each child’s talents, abilities, and strengths.

-Teach children how to make “good” choices.

-Acknowledge and reward positive behavior.

-Foster new challenges and the ability to complete them.

-Positive learning experiences – create bonds with people and activities that are healthy and supportive of positive growth and development.

-Clear and consistent boundaries.

-Life skills.

-Care, nurture, and support – leading to an increased self-worth.

-High expectations.

-Meaningful participation and Reflection.

Infusion of Arts into the Curriculum

• The arts play an important part in the healthy development of students, both intellectually and socially.

• According to the federally enacted No Child Left Behind Act, the arts are a core content area that is integral to a well-rounded education

• Arts education has inherent benefits:– Develops students’ creative abilities & fosters appreciation

of arts– Creates connections across academic discipline– Stimulates creative thinking– Engages students and builds sense of community– Provides opportunities for students to express themselves– Offers an entry point to reach diverse learners and learning

styles– Enriches student learning

Who are we?

• Servicing general and special education students in grades Kindergarten to 2nd grade.

• Located on the North Shore of Staten Island, New York.

• Applications accepted throughout Staten Island, lottery will determine enrollment.

A Day in the life of a P.S. 317 student…

Guided

Reading

8%Reading

Workshop

8%

Wilson

Fundations

5%

Writing

Workshop

8%

Hands-on

Science or

Social Studies

11%

Physical

Education or

Enrichment

12%

Listening/

Note-taking

Exercise

6%

Reflection &

Sharing Time

8%

Music or

Visual Arts

8%

Lunch

12%

Math

Workshop

14%

Public School 317 -

The Academy Children Deserve

General Outline of Daily Schedule

Class Minutes Per Day

Guided Reading 30

Reading Workshop 30

Wilson Fundations 20

Writing Workshop 30

Math Workshop 60

Hands-on Science or Social Studies 45

Physical Education or Enrichment 45

Listening/ Note-taking Exercise 25

Reflection & Sharing Time 30

Music or Visual Arts 30

Lunch 45

Total Hours Per School Day: 6.5

School GovernanceSchool GovernanceSchool GovernanceSchool GovernancePrincipal

Assistant Principal

Guidance Counselor/BCBA Outside AgenciesCurriculum Coach

K Lead Teacher 1st Grade Lead Teacher

2nd Grade Lead Teacher

Special Education Lead Teacher

K Teachers 1st Grade Teachers 2nd Grade Teachers Special Education Teachers & Service Providers

Parent Coordinator

Dean Sneakers

School Leadership Styles

• Transformational Leadership – Opening of School, 1st day faculty returns – Creating

a positive learning environment for the entire school community by welcoming each staff member with a “welcome package.”

• Transactional Leadership– Acknowledgement and reward of staff efforts and

hard work (e.g. “Teacher of the Month” receives a reserved parking spot.)

• Participative Leadership– Distribution of responsibilities based on talents of

the staff (e.g. Curriculum Coach.)

School Leadership Team

• Equal number of members from parents and staff.

• Develop our school’s Comprehensive Education Plan (CEP.)

• Determine School-based budget – division and allocation of funds.

State Education Law, Section 2590, all New York City public schools are required to establish School Leadership Teams. SLTs must comply with the current Chancellor’s Regulation A–655.

Parent Teacher Association (PTA)

• Election of officers-President, Vice President, Secretary, and Treasurer.

• Develop school By-laws.• Selection of members for the

Community and Citywide Education Councils and organizing fundraisers, workshops, and family events.

Consultation Committee

• Principal, Assistant Principal, Guidance Counselor, representative of each grade, UFT representative, Lead Special Education teacher, school nurse, and safety agent.

• Meet monthly to discuss issues regarding: safety, academic concerns, school problems, staff concerns, and outside agencies. Secretary Sneakers

Parent & Community Inclusion

• Website to be created in which parents and community can access the most updated information about the PS 317, including school calendar

• ESL classes for non-English speaking parents on weekends

• “Puggles” Bi-Monthly Interactive Newsletter available on School Website

• Monthly PTA meetings• Continual communication regarding student

progress and performance• Specific student events will be open to the public• Opportunities for parents to be involved in various

school activities and trips

City Year Program

– utilizes High School students’ skills and abilities to be Role Models and develop strong relationships with younger students.

-develops self-concept for all participants and fosters community.

http://www.youtube.com/watch?v=yNg-Zc2p1A8

Assessment Strategies• Our school uses data to track student progress.• Teacher Data Binders

– Curriculum Mapping and Benchmarks clearly set.– Curriculum based goal sheets for every student.– Pre-test and Post-test results with summary sheets.– Uploaded to ARIS.– Data is used to highlight and track kids who are in need (potential

hold-overs.)• Student work is collected to create a student work file –

students performance is consistently monitored and relayed to parents.– Monthly Progress Reports with individual academic goal packets

and four Report Cards a school year.– 2 Parent-Teacher Conference Day/Night sessions.– Curriculum based Parent Workshops once a month.

Curriculum• Literacy Programs – Balanced Literacy including the

Wilson Fundations Program, Reading workshops (Read Aloud Sessions and Guided Reading.)

• Writers’ Workshop – Teachers College Writers Model.

• Mathematics Programs – Everyday Mathematics. Math workshops and a math team.

Curriculum cont.• Science Programs – Houghton Mifflin Program. Hands-on

sessions as well as a science fair required for all students.

• Social Studies – Houghton Mifflin Program. Civic learning.

• Music/Art – Hands on music and art making sessions – Aligned with Blueprint for the Arts.

ELA Standards• Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

• Standard 2: Language for Literary Response and ExpressionStudents will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

• Standard 3: Language for Critical Analysis and EvaluationStudents will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

• Standard 4: Language for Social InteractionStudents will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

• http://www.emsc.nysed.gov/nysatl/mathstand.html

Mathematics Standards

• Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

• http://www.emsc.nysed.gov/nysatl/mathstand.html

Social Studies Standards• Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

• Standard 3: GeographyStudents will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

• Standard 4: EconomicsStudents will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

• Standard 5: Civics, Citizenship, and GovernmentStudents will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

• http://www.emsc.nysed.gov/nysatl/ssstand.html

Science Standards

• Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

• http://www.emsc.nysed.gov/nysatl/mathstand.html

School Age Developmental Profile

Checklist to assess skills in the following domains:

• Motor Development

• Social Emotional Development

• Cognitive Development

• Language Development

The checklist is used as a guide to determine what skills students possess and skills that need to be worked on.

New York State New York State Learning Learning

Standards of the Standards of the ArtsArts

New York State New York State Learning Learning

Standards of the Standards of the ArtsArts

“Maestro Sneakers”

Standard 1 – Creating, Performing, and Participating

in the Arts

• Music – Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 1 – Creating, Performing, and Participating

in the Arts

• Visual Arts – Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principals, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 2 – Knowing and Using Arts Materials and

Resources

• Music - Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 2 – Knowing and Using Arts Materials and

Resources

• Visual Arts – Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 3 – Responding to and Analyzing Works of Art

• Music - Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 3 – Responding to and Analyzing Works of Art

• Visual Arts - Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 4 – Understand the Cultural Dimensions and Contributions of the Arts

• Music – Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety o musical compositions and performances and understand the functions of music within a culture.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

Standard 4 – Understand the Cultural Dimensions and Contributions of the Arts

• Visual Arts – Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, environmental dimensions of human society.

• http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

How can we put one of these standards into action for

special education students in our school?

• Lessons can be adjusted for special education students.

• Classroom instruction modified for the individualized class dynamics – physical or emotional disabilities in room.

• Composition lesson is the perfect example!• Will satisfy Standard 1 – Creating and

Performing in the Arts!

Aim: How can we learn to compose our own piece of

music?

• Define Composition – to create a NEW piece of music!

• Introduce a piano keyboard – there are two types of notes - black and white keys – have students find and press all of the black keys only.

• Allow students to play any black keys they want - have students name their song – they are now composers!!

How can the students experience the piano or any instrument in our

school?• Large Arts Centered Budget• Full-Time positions available• Numerous instruments purchased for school

use• Art supplies placed in every room for hands on

instruction

References• City Year (2009). Whole School, Whole Child: Helping Keep Students In

School and On Track. Retrieved July 25, 2009 from http://www. youtube.com/watch?v=yNg-Zc2p1A8

• New York City Department of Education. (2007). Regulation of the Chancellor: A-655. Retrieved July 25,2009 from http://docs.nycenet.edu/docushare/dsweb/Get/Document-30/A-655%2012-5-07%20%20FINAL.pdf

• New York State Academy for Teaching and Learning. Mathematics, Science

and Technology. Retrieved July 25, 2009 from http://www.emsc.nysed.

gov/nysatl/mathstrand.html

References

• New York State Education Department. (2009). English Language ArtsLearning Standards. Retrieved July 26, 2009 from http://www.emsc.nysed.gov/ciai/ela/elastandards/home.html

• New York State Academy for Teaching and Learning. Social StudiesLearning Standards. Retrieved July 25, 2009 from http://www.emsc.nysed.gov/nysatl/ssstrand.html

• The University of the State of New York. (1996). Learning Standards forthe Arts. Retrieved July 26, 2009 from http://www.emsc.nysed.gov/ciai/Arts/pub/artlearn.pdf

References

• Wilson, Carolyn. (2008). The Schools Children Deserve. Retrieved July25, 2009 from http://www.youtube.com/watch?v=V1K_8jfXuTo&

feature=related

• Vort Corporation. (1995). HELP for Preschoolers Charts (3-6 Years).