Bush Hills Academy K8 School
Curriculumand Instruction Handbook
Curriculum and Instruction Specialist
"Building a Better World One Student at a Time”
Table of Contents
Letter fromCurriculum Specialist
Common CoreState Standards/Assessments
Welcome back to an exciting year at the Bush hills Academy K8School. I am looking forward to collaboratingwith each of you this academic year.
This handbook will help guide our instructional programduring this school year. As you take time to review this handbook, you willnotice some of the procedures that will help guide instruction in our school soALL students will be collegean career ready.
I am always available to assist you with all of yourcurriculum and instructional needs.
Curriculum and Instruction Specialist
BIRMINGHAM CITY SCHOOLS
The mission of theBirmingham City School System (BCS) is to guide all students to achieveexcellence in a safe, secure and nurturing environment.
The Birmingham City SchoolSystem offers a standards-based aligned curriculum to its students. Standard-based reform is the driving forcebehind most federal, state and local education policies. Under the standards-based reform, studentswill have access to more challenging curriculum content that they will beexpected to learn at a proficient to high level of performance.
The focus of the BirminghamCity School System is to raise academic standards for all students. The standards guiding the selection of curriculummaterials and classroom instruction are determined by the following:
· The content of the curriculum that specifies what students should knowat each grade level.
· The content also specifies what the teachers must teach.
Bush Hills Academy
Bush Hills Academy is dedicated toproviding a safe, healthy learning environment to all students regardless ofacademic ability or soci-economic background. We are dedicated to assisting our students in becoming college and orcareer ready. We will encourage them toset and achieve personal goals as they relate to their daily living throughefforts of dedicated and creative staff members, parents, and communityresources.
As you knoweach day in your classroom you should have your daily Alabama Course of Study(ACOS) standards/ objectives posted in your classroom. Students should know theACOS standards / objectives they are working on for that day. Please review thefollowing bullets as it relates to daily requirements in your classroom.
· Dailyobjectives/ ACOS standards should be posted as stated in the ACOS (Do not writethe numbers only).
· ACOS Standards and objectives should bevisible in your classroom.
· CommonCore Standards should match with your weekly lesson plans.
· Evidenceof Response to Instruction (RTI) must be apparent in your classroom daily.
· Evidence of higher order questioningas it relates to Bloom’s Taxonomy
Lesson plansare used to guide and help you plan daily lessons and activities in yourclassroom. Birmingham City Schools has a district format for grades K-12. GreenAcres Middle School will follow this format for our weekly lesson plans. Lessonplans are due on the first and third Thursday of every month for the schoolyear. Plans should be turn in to the main office by the end-of-the-day. Lessonplans plan not submitted on the due date are considered late.
· Standards/objectives should be highlighted in your lesson plans.
· Hardcopies of your binder of lesson plansshould be kept visible in your classroom daily.
· Smallgroup activities should also be highlighted in your lesson plans
· Interventiongroup activities should be included as well. These activities should addressareas where students are non- proficient.
· Homeworkassignment should also be in lesson plans.
· One week Emergency sub plans should also beturned into the Curriculum Specialist.
· All teachers are required to keep a data binder.The binders should be kept in your classroom and up to date. Only student datashould be kept in these binders. Data binders will differ from the grade levelto grade level
Requirements foreach grade level:
· Grades6-8 data binders should include Alabama Reading and Math Test (ARMT) data, studentprofile sheets, baseline test data, unit test assessments, District assessmentand common core assessment data.
· Grades6-8 data binder should include ARMT data, student profile sheets and DistrictAssessment data.
Each Studentshould have a student portfolio. Portfolios should be kept in each classroom. Student’s weekly quizzesand tests should be kept in these portfolios. Student work in the portfolioshould match the grades in your grade book also this shows evidence that ACOSstandards/ objectives are being covered in your classroom. Listed you willfollow the guidelines for student portfolios:
· Students’ name and grade should be onportfolios. Each student should haveownership in the portfolios. Time should be designated for student to review his/herdata and grades.
· 6-8 teachers should have a portfolio for everystudent in your classroom you teach.
· AllTest and Quizzes should also be kept inthe students’ portfolios
· Periodicchecks will take place to insure that standards /objectives are being taught.
Common Core State Standards/Assessments
Theseassessments will be given every four weeks on each grade level and graded bythe classroom teacher. These assessments should have 20-25 questions. Eachgrade level will develop its own test using the Common Core Standards (CCS).CCS assessments should be given during your class time. Listed you will findhow the test will be developed for your grade level. This will take place eachgrade level 6-8 working with your grade level team leader.
· Grades6-8 student assessment should have 25 questions. Each teacher should provide 5questions for the subject(s) taught.
· TheseCCS assessments should be kept in the student portfolios in your classroom byclass or homeroom.
· CCSassessment data analysis sheets should also be kept in your data binders.
District Assessments are given three times a year. Data from this test will be used to driveinstruction in your classroom daily. Students profile sheets will be filled outafter each test.
· Districtdata sheets should be kept in your data binders. A copy should be turned intothe Curriculum Specialist office three days after each test.
· Student conferences should take place aftereach test.
· Studentsshould also be taken to the computer lab to work on probes and activities thatrelate to District Assessment.
· Teachershould create practice probes for students.
Thisassessment allows student to learn through Tiers. This program will provide intervention tostudents in math and reading. 45 minutes per week. This program will supportCCRS and BCS Pacing Guide.
· Formativeassessment data should be kept in your classroom.
· All classes will participate on the CW program.
READ180 assessment is for those students who are experiencingchallenges in reading grades 6-8. These students will have a set lab time towork with the READ180 Instructor.
· Studentsassigned to the READ180 must attend their scheduled time.
· Teacherswill work with the READ180 Instructor so that participants will receive pointfor participation.
· Studentsthat are enrolled in READ180 must attend class the entire school year.
· Studentswill attend classes during their assigned class time. The READ180 instructorwill provide a schedule to the Language Arts teachers.
Weeklyquizzes should be given to students to address the ACOS (Along with imbeddedCCS) Standards that have been taught for the week. This shows evidence ofstandards and skills being taught in your classroom.
· Quizzesshould be in the format of a Standardized Test.
· Acopy of all tests and quizzes should be kept in a file in your classroom. Theseassessments should address skills that the students or non-proficient.
· Quizzesshould include open-end questions fill -in -the -blank, and multiple choicequestions.
BUSH HILLS ACADEMY K8 SCHOOL DISTRICT DATA ANALYSIS SHEET
(After Completion Please Place in DataBinder)
Date ___________________ Teacher’s Name _______________________________Grade Level ______
What are the relative strengths in MATH/READING/SCIENCE?
What are the relative weaknesses inMATH/READING/SCIENCE?
Who are the top five prioritystudents to receive enrichment/remediation in your subject for each class youteach?
BUSH HILLS K8 SCHOOLDISTRICT DATA ANALYSIS SHEET
What skill/objective do I need toprovide during whole group instruction for each of my Classes?
List three weaknesses from ARMTdata that you can address through Assessment
How will you specifically addressthese weaknesses?
How will you specifically addressthese weaknesses?
Lesson Presentation FormatK-12
The fivemajor parts of the lesson presentation are briefly defined below withrecommended times and sample activities for each part. The emphasis below is on time and the major componentsthat define the Classroom Process for grades K-12. Times reflect recommended course subject areainstruction. Minimum times are suggestedin the ALSDE Course of Study guidelines.
Grades K-3 30 minutes
Grades K-5 45 minutes
Getting the Audience Attention
Activate Prior Learning
Do It Now!
Engage Student Interest
Review Previous lesson Provocative Question
Skill of the Week: Cause/effect; fact/option
· Film Clip
· Music w/lyrics
2. Providing Context and Expectations
Explain what the student should know and be able to do Content standard (s):
Establish the “Big Picture”
Connect Prior Knowledge
Define Enduring Understandings
Foreshadow things/ideas to come
· Using a Rubic
3. Instructional Process
“The Learning Experiences”
- Making Meaning
- Bloom’s Taxonomy-
Use of Primary Sources
Use of Graphics/Images
Various Text Materials
“Tying Learning Together”
Have students learned the essential points from the lesson? How do you know?
- Use of Graphic Organizers
- Ticket Out the Door/Exit Slip
- Draw a Picture
- Pair and Share
5. Extension Activities
How will students apply or extend the learning experiences?
- Research Project
- Service Learning
- Write a Report/Essay
- Use Search Engines
- Write a Play, Skit, Role Play, Song, etc.
- Research Paper
- Power Point Presentation
- Extension Activities are optional. The allotted time can be used for the instructional process model or any of the other major parts.
- Providing Context and Expectations segment may take longer depending on the complexity or involvement of the lesson or unit.
- Timing of the segments is essential to insure implementation of parts 1-4.
Note: Research and education literature reviewsmaintained that what is presented first in a lesson is best remembered. What is presented last in a lesson isremembered second best. What comes inthe middle of the lesson is remembered least (Sousa, David A. – How the BrainLearns).
Lesson Plan and Classroom Process Template
Mon Tue Wed Thurs Fri
COS Standard: (describe) – Based on Subject Pacing Guide
ARMT AHSGE ADAW Other (describe)
1. Lesson Introduction/Motivation/Engagement (describe including resources, materials, time allotted)
2. Provide Context/Expectations/Objective/Big Picture Question/Enduring Understanding
3. Instructional Process – Student Activities: Thinking Skills – (Learning Modes: Auditory, Visual, Kinesthetic, Verbal; Bloom’s Taxonomy)
3. Instructional Process – Teacher Behaviors
4. Closure: Tying Learning Together (describe)
Assessing Student Understanding:
5. Extension: How will students apply or extend the learning (homework, research project, writing, etc.)?
Content (Identifiers – ID’s/Vocabulary/Main Terms, People, Places, Events, etc.)
GREEN ACRES MIDDLE SCHOOLDATA GOAL SHEET
ARMT READING ARMT MATH
ACHIEVEMENT LEVEL __________ ACHIEVEMENTLEVEL _______
MEAN SCALED SCORE __________ MEANSCALED SCORE _______
READING 2013 GOALS MATH 2013 GOALS
ARMT Achievement Level __________ ARMTAchievement Level _______
ARMT Mean Scaled Score __________ ARMTMean Scaled Score _______
Reading Areas of Focus Math Areas of Focus
Intervention Strategies Date
This Form should bekept in the student portfolio
BIRMINGHAM CITY SCHOOLS - JONES VALLEY K-8 SCHOOL
TEXTBOOKS ISSUED TO STUDENT
Teacher:________________________________________________ Grade: __________________
All textbooks are the property of the State of Alabama.
The student must return textbooks to the teacher when he/she ispromoted or transferred.
The principal of each school is given the authority to approve ordisapprove the condition of textbooks on issue and return.
The following are guidelinesregarding lot or damaged textbooks:
Penalties for lost textbooks:
Charge full price iftextbook was new when issued.
Charge a variable of50% to 75% of cost, if textbook was used when issued.
Charge half price,if textbook was rebound when issued.
Penalties for damaged textbooks:
Consider textbook atotal loss if one of more pages of content or missing.
Consider textbook alost loss if water-soaked or pages are swollen or mildewed.
If textbook iseligible to be rebound and/or used by another student, but is physicallymarked, defaced, marred, broken, cut, etc., charge up to 50% in damagesdepending on condition when issued.
No textbooks will beissued to any student while debt for lost or damaged textbooks is outstanding.
Title of Books
Condition of Books as Graded byTeacher
A – New Book B –Good Used Book C – Rebound Book D – Fair, Usable Book
Signature of Student
Signature of Parent or Guardian
Alabama Student Assessment Program
· New Alabama Student Assessment Programtimeline was proposed and discussed with
· State Board of Education in the July 2009 andAugust 2009 meetings.
· New assessment program was voted on and passedby the State Board of Education in
· September 2009.
· A variety of variables could affectimplementation dates (budgets, bids, etc.).
· Moved to ARI in 2009-2010 (no longer theresponsibility of the System Test Coordinator)
· DIBELS is still a state assessment and must beadministered statewide.
· However, DIBELS is no longer a part of theAlabama Student Assessment Program.
AlabamaReading and Mathematics Plus Test (ARMT)
· No longer administered
AlabamaScience Assessment ASA)
· Will continue to be administered in grades 5and 7 in Spring 2013
· In 2011-2012, ASA will be combined into theARMT +
Alabama Direct Assessment of Writing (ADAW)
· No longer administered
Stanford 10 (SAT 10)
· No longer administered
NationalAssessment of Educational Progress (NAEP)
· Will continue to be administered in grades 4,8 and 12. Baldwin County has administered the NAEP in grades 4 and 8 only.
· Schools are randomly selected to participatein this assessment.
· NAEP participation is voluntary UNLESS theschool receives federal funds. If the school receives federal funds, then theNAEP is mandatory for selected schools.
AlabamaAlternate Assessment (AAA)
· As in the past, the AAA will continue to beadministered in grades 3-8 and 11 to special
educationstudents with significant cognitive disabilities.
AlabamaHigh School Graduation Exam (AHSGE) and End-of-Course Tests (EOC)
· AHSGE will no longer be administered.
· Beginning with the 2011-2012 first time 9thgraders and forward, the End-of-Course Tests will be administered and requiredfor graduation.
· SDE does not know which subject areas will beselected for the development and administration of the EOCs (NO details areknown at this time about the EOCs).
NewAssessments Added to the Alabama Student Assessment Program
· In 2010-2011, EXPLORE (grade 8) and PLAN(grade 10) will be added to the Alabama Student Assessment Program.
· In 2011-2012, ACT with writing (grade 11) andWorkKeys (grade 12) will be added to the Alabama Student Assessment Program.
· The new assessments will help to ensure thatour students are college-ready or career ready.
· At this time, VERY FEW details have beenworked out about the New Alabama Student Assessment Program.
· Although a number of assessments are beingeliminated or combined into one assessment, five new assessments are beingadded to the Student Assessment Program between 2010-2011 and 2011-2012.
· Regarding the new assessment, no details areavailable for:
o The dates or number of the testing windows.
o Whether the current AHSGE will continue to beadministered four times yearly for upper classman.
o How much testing material will be sent todistricts for implementation and administration of the new assessments (numberof test booklets, answer documents and Test Administrator Manuals, etc.).
o Which set(s) of testing materials will behoused in districts’ test storage or the length of time districts will storethe testing materials for the new assessments.
· Information and details regarding the additions/changesto the Student Assessment Program will be shared as they are made available tothe STC.
Annual Measurable Objectives (AMO)
In accordance with NCLB, the results from the ARMT and the AHSGE(cumulative passing rates for Grade 11 students) were used to determinebaselines or starting points. These starting points were established usingcriteria set forth in NCLB. These baselines are applied to schools, schoolsystems, and groups and are calculated separately by grade and subject.
Once the baselines were established, intermediate goals wereestablished with equal increases in the required percent proficient. AMO’s, theannual requirements for percentage of student at proficiency, will be the sameas the most recent intermediate goals. The annual measurable objectives arelisted below. Note that the annualmeasurable objectives for two consecutive years may be the same. The ultimate goalfor NCLB is that all students reach Level III (proficient) or higher by2013-2014.
SDE GUIDELINES AND SUGGESTIONS FOR
LOCAL TIME REQUIREMENTS AND HOMEWORK
The totalinstructional time of each school day in all schools and at all grade levelsshall be not less than 6 hours or 360 minutes, exclusive of lunch periods,recess, or time used for changing classes (Code of Alabama, 1975,§16-1-1).
SuggestedTime Allotments for Grades 1 - 6
The allocationsbelow are based on considerations of a balanced educational program for Grades
1-6. Local school systems are encouragedto develop a general plan for scheduling that supports interdisciplinaryinstruction. Remedial and/or enrichmentactivities should be a part of the time schedule for the specific subject area.
Subject Area Grades 1-3 Grades 4-6
Language Arts 150 minutes daily 120 minutes daily
Mathematics 60 minutes daily 60 minutes daily
Science 30minutes daily 45minutes daily
Social Studies 30 minutes daily 45 minutes daily
Physical Education 30 minutes daily* 30 minutes daily*
Health 60minutes weekly 60minutes weekly
Technology Education 60 minutes weekly 60 minutes weekly
Character Education 10 minutes daily** 10 minutes daily**
Daily instruction with Arts specialists in each of the Arts disciplines is the most desirable schedule. However, schools unable to provide daily Arts instruction in each discipline are encouraged to schedule in Grades 1 through 3 two 30- to 45-minute Arts instruction sessions per week and in Grades 4 through 6 a minimum of 60 minutes of instruction per week. Interdisciplinary instruction within the regular classroom setting is encouraged as an alternative approach for scheduling time for Arts instruction when Arts specialists are not available.
*Established by the StateDepartment of Education in accordance with Code of Alabama, 1975,§16-40-1
**Established by the StateDepartment of Education in accordance with Code of Alabama, 1975,§16-6B-2(h)
In accordancewith Alabama Administrative Code r. 290-5-1-.01(5) Minimum Standardsfor Organizing Kindergarten Programs in Alabama Schools, the daily timeschedule of the kindergartens shall be the same as the schedule of theelementary schools in the systems of which they are a part since kindergartensin Alabama operate as full-day programs. There are no established time guidelines for individual subject areasfor the kindergarten classroom. Theemphasis is on large blocks of time that allow children the opportunity toexplore all areas of the curriculum in an unhurried manner.
It is suggestedthat the full-day kindergarten program be organized utilizing large blocks oftime for large group, small groups, center time, lunch, outdoor activities,snacks, transitions, routines, and afternoon review. Individual exploration, small-group interestactivities, interaction with peers and teachers, manipulation of concretematerials, and involvement in many other real-world experiences are needed toprovide a balance in the kindergarten classroom.
A minimum of 140 clock hours of instruction is required for one unitof credit and a minimum of 70 clock hours of instruction is required forone-half unit of credit.
In those schools where Grades 7 and 8 are housed with other elementarygrades, the school may choose the time requirements listed for Grades 4-6 orthose listed for Grades 7-12.
For all grades,not less than 10 minutes instruction per day shall focus upon the students’development of the following character traits: courage, patriotism, citizenship, honesty, fairness, respect for others,kindness, cooperation, self-respect, self-control, courtesy, compassion,tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness,school pride, respect of the environment, patience, creativity, sportsmanship,loyalty, and perseverance.
Homework is animportant component of every student’s instructional program. Students, teachers, and parents should have aclear understanding of the objectives to be accomplished through homework andthe role it plays in meeting curriculum requirements. Homework reflects practices that have beentaught in the classroom and provides reinforcement and/or remediation forstudents. It should be student-managed,and the amount should be age-appropriate, encouraging learning through problemsolving and practice.
At every gradelevel, homework should be meaning-centered and mirror classroom activities andexperiences. Independent andcollaborative projects that foster creativity, problem-solving abilities, andstudent responsibility are appropriate. Parental support and supervision reinforce the quality of practice orproduct as well as skill development.
Each local boardof education shall establish a policy on homework consistent with the StateBoard of Education resolution adopted February 23, 1984. (Action Item #F-2)
BUSH HILLS K8 School
Curriculumand Instruction Request Form
Teacher’s Name: ____________________________________________________
Request/ Need: _____________________________________________________