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The curriculum on any grade level, in any area, is
designed to extend learning experiences both inside and outside the classroom
for all students. At
Hillside, the learning environment in each classroom is enriched through
integrating various disciplines during the school day, as, for example, when a
unit of study in social studies includes a wide variety of related literature,
and elements of math, science, music, and/or art.
In addition, the students have opportunities to participate in many
“extra - curricular” activities which are designed to relate to their
studies, and which are included within the regular school day.
Some examples are: writing and performing original productions; Poetry
Readers’ Celebrations; a field trip to extend the learning about a particular
topic. The goal for providing enrichment and challenge for
students is one that each teacher strives to achieve in his/her planning,
preparation, and implementation of curriculum. In order to achieve this goal, we
need to have high and realistic expectations for all children, and develop an
enriched environment in the classroom. This
goal demands a tremendous amount of the teachers’ energy, organization, and
follow-through on a consistent basis, and a great deal of understanding and
support from parents, colleagues, and administrators.
Standards: Broad competencies in technology
literacy, tools, communications, research, and legal and ethical issues will be
introduced, reinforced, mastered, and integrated into all of the academic areas.
Anticipated Student Outcomes: By the end of Grade 4, students should be able to: ·
Solve a specific task using teacher selected technology
systems and services. ·
Begin to understand basic capabilities and limitations of
specific technology systems and services across a variety of disciplines, and
effectively apply these systems and services to specific tasks. ·
Begin to become aware of advantages and disadvantages of
reliance on technology for school tasks and personal use. ·
Begin to become aware of legal and ethical behaviors when
using technology and information. ·
Begin using technology resources for organization, data
management, analysis, and representation, word processing, multimedia and other
applications. ·
Use technology to pursue academic interests. ·
Use on-line services and other resources to meet
information access, research, learning, problem solving, publication,
communications, and decision-making needs under the supervision of a teacher. ·
Begin to consider using options involving technology to
accomplish tasks or solve problems and make appropriate choices regarding
whether or not to use technology under the guidance of a teacher. ·
Use age appropriate simulations to explore possible
outcomes to virtual situations. Materials Used: PC terminals, including the
keyboard, mouse, monitor, and disk drives Networked software, including
programs such as Microsoft Word, MathKeys, and Inspiration Pre-selected Internet sites Software to supplement core
curriculum areas Assessment: Students are assessed based on how technology is used to support core curriculum areas. Assessments include independent and class projects, presentations, and research.
Overview: Speech/Language therapy is
provided to students in grades K - 4. Services
are given to students mandated by the CSE in individual and group settings.
Speech improvement service may also be available based on need and
availability for non-CSE students. Treatment
sessions may be held in or out of the regular classroom setting. Children are grouped according to age level and communication
disorders. Speech/Language therapy is
provided to children exhibiting one or more of the following communication
disorders:
articulation/phonological
auditory processing
receptive/expressive language
fluency
voice
hearing Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Demonstrate a reduction or elimination of their specific
disorder that interferes with their ability to communicate ·
Attain individual speech/language goals and objectives ·
Utilize strategies/techniques to enhance their own
communication skills ·
Demonstrate transfer and carry-over of abilities into the
classroom and home setting Materials Used: A variety of materials is used
in the therapeutic setting. Both
commercially prepared and teacher-made materials are used.
They include computer software programs, audio equipment, books, and
student folders. Assessment: Standardized diagnostic
instruments are used in conjunction with non-standardized assessments.
Language samples, oral peripheral examinations, teacher and parent
observations are all considered when
assessing students. Each student is
evaluated throughout the year. Daily
logs serve as a consistent monitoring system. Progress reports are sent to parents biannually. Ongoing parental contact is maintained by the specialists.
Standards: Standards for ESL instruction
are based on the 1988 NYS Regents policy paper on Bilingual Education
(attached). In ESL, students
acquire and refine both basic interpersonal communication skills and cognitive
academic language skills. This is
accomplished by using a wide variety of materials to encourage students to
understand both written* and spoken English, and to express themselves orally
and in writing.* Thus, the four
skills areas of listening, speaking, reading, and writing are addressed.
Students learn skills which enhance their ability to function in
mainstream classrooms, with modifications appropriate to their proficiency level
in English. For instructional
purposes, students are placed in small groups according to one or more of the
following factors: age, English
language proficiency, native language proficiency, developmental history, and
previous academic history. Anticipated Student Outcomes:
By June of this year, all students should be able to: ·
Understand a larger number of words used in context ·
Use a wider variety of words to express themselves ·
Pronounce the sounds of English in conversation and in
oral reading* ·
Have a basic understanding of information presented
aurally ·
Recognize major morphological and syntactic errors and
correct them ·
Perform most tasks required in mainstream classes In addition, ESL students in grades 2 - 4 should be
able to: ·
Use the writing process to produce well-formed pieces of
writing N.B. All of the outcomes stated above are to be achieved at levels
which indicate significant progress for a student; however, because children
receiving ESL instruction vary in terms of proficiency and specific
instructional needs, individual levels of achievement should not be compared
with each other. Major Units of Study: Specific units are developed to
correlate with both classroom content and student experiences.
These units vary from year to year and group to group. Materials Used: A variety of tradebooks,
commercial and teacher-made instructional materials and manipulatives are used,
as well as such resources as bilingual dictionaries and computer programs.
Each child keeps a folder in the ESL classroom for ongoing work; children in
grades 2 - 4 keep a notebook as
well for work in class and at home. Assessment: Children’s social and academic
ESL skills are assessed on an ongoing basis through observation.
In addition, periodic language samples (oral and/or written) are
obtained. Finally, formal
assessment is conducted at each student’s entry into the program, as well as
at the end of each school year, and generally includes the following
instruments, among others: Language
Assessment Scales, the Gates-McGinitie Reading Test, and the Peabody Picture
Vocabulary Test. A limited number
of bilingual evaluation measures is also available if a native language
assessment is necessary; this can be supplemented by testing conducted by
outside agencies. A permanent record folder on each student containing
assessment information, writing samples and other relevant information is
maintained by the ESL teacher. *Reading and writing skills and
strategies are not, as a rule, specifically taught in ESL at the kindergarten
level; however, an awareness of the functions of print is fostered.
Students who are ready to write and to read are given individualized
support in these areas. Homework Procedures: First grade homework is limited
to occasional fact-finding assignments. Students
in grades 2 - 4 have homework at least once a week to reinforce vocabulary
and/or extend writing experiences. REGENTS POLICY PAPER FOR BILINGUAL EDUCATION* * Approved December 1988 Language minority and limited English proficient students must: 1.
Be
assured educational equity and excellence 2.
Become
fully proficient in English 3.
Be
taught the entire curriculum for their age and grade level, in addition to
English 4.
Be
tested in a fair and unbiased manner 5.
Be
held accountable for learning 6.
Be
taught by teachers who are held accountable for teaching the curriculum to
students in their classrooms
SPECIAL
EDUCATION AND REMEDIAL SERVICES
K
- 4 Overview: Students who have been
identified through the Committee of Special Education are serviced by the
Consultant/Special Education teachers. An
inclusion model is followed whereby students receive services within the regular
classroom setting. Classroom and
special education teachers collaborate to modify the curriculum when necessary.
Non- identified Remedial Students will receive supportive remedial
services in the regular classroom. The
inclusion model allows for some flexibility in the program dependent upon the
needs of the students. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Master the goals and objectives stated on their I.E.Ps
(Individualized Education Plans) ·
Work toward mastering the goals stated in the grade course
outlines Materials Used: Texts and materials used in the
regular classrooms are supplemented by: assorted
tradebooks, remedial skills materials, and teacher-made materials Assessment: Progress reports in January and June are enclosed with
the report cards. Teacher
observations, informal, and standardized tests are used.
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