Documente Academic
Documente Profesional
Documente Cultură
Implementation Plan
for the
2009-2010 Academic School Year
Submitted by
Dr. Anthony Petrosino
Fall 2009
Table of Contents
6. Unit Planners
a. Unit Plans 2009-20 10 (HHS/Dr. Cella form)
b. Unit Plan Template (HHS/Dr. Cella 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. FAQs
8. Supplements
a. 2007 Curriculum Audit (NJ DoE)
b. 2008 Science Curriculum and Instruction Audit (LSC)
The following curriculum committee members will lead discussion on practical aspects
of implementing the new cuniculum. Members will help fellow teachers navigate the
resources that have been developed. These resources include curriculum mapping, the
Big Idea for each unit,
updated
CD-ROM.
Grade Level/Discipline
Curriculum Committee
Room Number
Member(s)
Primary
1
330
Grade
2 and Grade 3
324
Grade
323
Grade
322
Social Studies/Holocaust
319
Language Arts
316
Grade
Middle
317
Science
Secondary/High School
World Languages
312
218
318
Mathematics
212
Science
Ms.
Meghna
Mr.
306
220
Language
Arts
Social Studies
Patel
116
Health/Physical Education
216
(K-i 2)
Business/Technology
210
Music (K-12)
222
Technology
Child
Room
Assignment/Floater
No
idea of curriculum
Special Education
Beth
Sharlette
Tara
Jill
Lea
Veronica
Martin
Kelly
Jennifer
Louis
Frances
Damian
Helen
Derek
Kathleen
Christopher
Robin
Melanie
Edward
Isabel
Victoria
Geidy
Kate
Michelle
Howard
Meghna
Jared
Stephanie
Ryan
Fiona
Mark
Denise
Jenissa
Amy
Andrea
Vincent
Lynn
Tasha
Romy
Bess
Brandt
Calabro
Calabro
Calabro
Wallace
Connors
Connors
Connors
Connors
Connors
Demarest
Demarest
Demarest
Demarest
Demarest
Demarest
Demarest
HHS
HHS
HHS
HHS
HHS
HHS/District
HHS
HHS/District
HHS
HHS
HHS/District
HHS
HHS
HHS
HHS
HHS
Wallace
Wallace
Wallace
Wallace
Wallace
Wallace
Wallace
Perez
Rosenberg
Shikham
Taglieri
Tirnidad
Payamps
Yula
Yula
Roseangela
Fuse
Janice
Gabriela
Wallace
Wallace
Wallace
Wallace
Tania
Donna
Donna
Wallace
Wallace
Wallace
Observation Forms
The following are a series of observation
forms that were developed by the
Curriculum Committee
2.
Very Evident
b.
No Evidence
Very Evident
Little Evidence
Little Evidence
No Evidence
Little Evidence
No Evidence
Little Evidence
No Evidence
Little Evidence
No Evidence
c. Purposeful Talk
Somewhat Evident
Very Evident
d. Closure/Reflective Activity
Somewhat Evident
Very Evident
e. Teacher Lecture
Somewhat Evident
Very Evident
f.
Very Evident
Little Evidence
No Evidence
Comments:
Teacher:
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
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
Date
Date
Date
Comments:
(2 sided-Side B)
Pedagogy:
Comprehension
Transformation
Instruction
Evaluation
Reflection
10
Professional Development
Following are the Professional Development Plans
in place for academic year 2009-2010 to assist in
curriculum implementation and State compliance.
11
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.
.
2.
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)
Training Dates
a. June 22/23, 2009 teachers and assistants (we need to notify current Kindergarten
t1,
teachers that the last day of school is the 19
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- Full Day Training for Teachers and Administrators (Substitutes
needed)
g. January 27- (District has a 1:00 day, substitutes may be needed)
h. March 10- Full Day Training for Teachers and Administrators (Substitutes needed)
i. April 21 (we will need a full day and district has a 1:00 day)
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
3.
12
LitLife
Meeting with teachers grades 1, 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
13
14
NJTAP
15
Para/Teacher/Pa rent PD
Summary : Dr. Aniello has a proposal designed for 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. Dr. Aniellos proposal:
Para Professionals
Five (5) Sessions
September 2009 to June 2010
3:00 to 5:00
Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Bullying
Understanding your Child as a Student
a. Home Work
b. Classroom
c. Social interaction
3.
16
4.
5.
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.
17
18
Unit Plans
2009-2010
19
Side A
Course:
Unit Title:
Performance Tasks
20
Side B
differentiated)
21
Name
Date
noticed
5 Clear
3 Somewhat Clear
C Misguided/Misunderstood
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 demonstrate 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 understanding is anchored by authentic performance tasks calling
for students to demonstrate their understanding and apply knowledge and skills.
Teacher, peer, and self-evaluations of student products 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 variety of resources are suggested. The textbook is only one resource among
many (instead of the syllabus).
Comments:
22
5 Clear
3 Somewhat Clear
0 Misguided/Misunderstood
The Teacher
23
5 Clear
3 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 todays 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 that
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 criteria and rubrics to guide and revise their work.
Set relevant goals based on feedback
Comments:
24
Course: English I
Dates of unit delivery: September
25
26
Notes on authors
Writers notebook of try its
Drafts and annotated drafts of original memoir
Process essay (meta-cognitive)
Day One:
Read aloud The Jacket.
Provide a 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 readers 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 yesterdays 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 Ill Be Back Again (memoir of event)
Easy:
Eleven (memoir of event/object)
Day Four: Jig Saw yesterdays 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)
27
28
29
i;:!?
44.4/
Unit Title
Teacher(s)
Subject and Grade Level
Time frame and Duration
Significant Concept(s)
chosen this?
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?
30
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general AtL skills?
Learning Experiences
Teaching Strategies
31
Resources
What resources are available to us?
Ilow will our classroom environment, local environment and/or the community be used to facilitate students experiences
during the unit?
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 allow students to demonstrate the learning objectives identified for this unit? Did I 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 I decide on the data to collect? Was it useful?
32
Unit Title
Teacher(s)
Subject and Grade Level
Time frame and Duration
Significant Concept(s)
Environments
Human Ingenuity
.Approaches to Learning
Essential 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?
Summative tasks
Formative tasks
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general AtL skills?
Learning Experiences
Teaching Strategies
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?
35
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 allow students to demonstrate the learning objectives identified for this unit? Did I 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 I decide on the data to collect? Was it useful?
36
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 State 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 not
the only resource. There has not been a change in the textbooks the district uses nor 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 over in lB Workshops that many district teachers
participated in over the last 5 years. Again, the textbook is a resource but does not take
the place of the unit planner which helps the student link the curriculum to broader more
integrated topics.
37
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, but they shall not be required to clock in or clock out by
hours or minutes. While Moreover, all elementary teachers shall 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 days worth of teaching can be professionally accomplished in a
40 minute period. 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
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?
CDs 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 will be using the same curriculum. Textbooks (and other resources) will
be left largely to district and school administrators discretion.
How will this impact homework and testing?
39
Feb.
Feb.
Feb.
Feb.
28 & Mar. 1
28 & Mar. 1
28
28
visits to the
The information from the written curriculum review was given to school visitors who used it in their
the
classrooms in selected schools. (The schools in each district were selected by the process developed by
written
the
which
to
extent
the
of
evidence
director of the QSAC research) The classroom observations served as
curriculum was being implemented. The observers looked for evidence that the teachers used the district
curriculum to make decisions about what to teach. They noted teachers expectations as expressed in their
in the
objectives, observed student work as displayed in the rooms and hallways and recorded what was happening
classroom during the ve minutes they were in the class. For this latter observation they used the protocols set
forth in the book, The Three-minute Classroom Walk-through by Carolyn Downey, Betty Steffy, Fenwick English,
Larry Frase and William Poston, JR.
The Districts professional development contracts and staff surveys serve as evidence that staff development
supports the instructional program and serves the needs of the system. While all staff development was examined,
only contracts near or above $100,000 are reported individually.
Finally, a short survey of teachers in each of the schools was distributed to the teachers and collected
anonymously. The results give some sense of whether the staff values the districts staff development efforts and
whether they report that they use the information in their practice.
All data collected for this project are called an Appendix and included in a file held in the Department of
Education office. In addition to the completed forms, sample forms that were used in the whole project are also
included in this appendix.
Overview
As a small urban district, Hoboken faces challenges in the area of curriculum and instruction.
On one hand, Hoboken High School offers the International Baccalaureate Program (13) for grades 11 and 12. The
lB curriculum in all subjects is inclusive of scope and sequence, interdisciplinary studies, and correlation with the
NJCCCS. It is a challenging and proven program of studies that focuses on higher order thinlcing skills and has
clear assessment information and benchmarks for student success.
The International Bacca:laureate (IB) Diploma Programme is a challenging two-year curriculum, primarily aimed at students
aged 16 to 19. It leads to a qualification that is widely recognized by the worlds leading universities.
The three core requirements are:
extended essay
theory of knowledge
The Demerest School is also adopting a version of the International Baccalaureate program for the middle school,
called MYP. Its goals and activities are similar to that described in the High School lB Programme, but it is
intended for younger students who plan to go on to the High School LB Programme. Again those curriculum
documents are complete and meet the QSAC standards. It is not clear how many students are enrolled in the MYP
program, however.
On the other hand, with the exception of the LB program documents, there is essentially no locally desigued written
curriculum in place or in use, as measured by todays QSAC standards. The documents examined included a
download of the NJCCCS Frameworks (downloaded 1//7/2007 or 2/12/07) and some older undated typed
documents that outline student outcomes in each subject and seem to be correlated loosely only to older NJ Core
Content Standards. There is no sequence or scope, technology references, interdisciplinary activities, benchmark
or assessment information.
One key to student success in the achievement of the NJCCCS is the existence and everyday use of curriculum
documents that guide teachers in the scope and sequence of the subject matter. The curriculum should show direct
and detailed correlation to the NJCCCS, include interdisciplinary activities and references, and contain technology
references that help guide teachers to appropriate technology learning and use across all content areas, and
assessment information with benchmarks for student success.
This does not currently appear to be the case in Hoboken; however there is a timeline in place for curriculum
revision taking in all subjects through 2009. The district has no central office administration dedicated to
curriculum and instruction.
However, teachers in the schools seem to have done a good job of using the NJCCCS, Curriculum Frameworks,
texts, and old. undated course outlines to implement a program that helps students achieve the NJCCCS. They
need the direction of well constructed curricula that meet NJQSAC standards to help student achieve their full
potential.
1.
Is there a written curriculum in all content areas that include all elements cited in NJQSAC?
th
th
11
grades. This curriculum is
and 12
Hoboken High School offers the International Baccalaureate program in
designed to be challenging for students and focuses on interdisciplinary activities and higher order thinlciiig skills.
The written curriculum is clear with scope and sequence, material, assessments and benchmarks and correlation to
the NJ Core Content Standards. It is not clear how many students are enrolled in the LB program, but it is not all
students.
The district also has the curriculum in place for a middle level LB program called MYB, which meets NJQSAC
standards. It is not clear how many students are in this program.
But other curricula at the high school, middle, and elementary grades are not where they need to be but the district
has a plan to address that over the next three years. The documents that were read at the district level included
dewnloads of the NJCCCS and Curriculum Frameworks, dated 1/7/2007. Other documents on file were described
by the readers in this manner;
There are only two types of documents, both State Curriculum Guides with Hoboken Public Schools cover
no date.
1. Looks like early 1980s (typewritten)
2. NJCCCS Curriculum Frameworks download 1/7/07 or 2/12/07 HS.
The Curriculum Office has no scope and sequence or pacing charts for any content areas. No documents
connecting the content areas to the NJCCCS.
There really isnt a true curriculum office.
1 Superintendent is also HS Principal
2 There is an administrative assistant who is alone in the Curriculum Office.
3 Bi lingual coordinator
4 The technology coordinator is also a vice-principal.
Fortunately
on?
2. Is the curriculum being used in the classroom to manage iii structi
High School
either MY?
Visitors observed 25 classes at the A. 3. Demerest School, grades 7-12. No LB classes were found in
al in nature.
or lB High School program at Demerest. All classes observed were general or remedi
Textbooks in all
Observers found the undated curriculum documents in the classrooms or NJCCCS on CD ROM.
subjects were up-to-date.
THE SEA was observed on display. There was worked freely displayed
1
4
3
0
3
10
Connors
Demarest
Hoboken High
Wallace
Total
2
4
2
6
5
17
3
6
7
6
16
35
4
17
6
12
16
51
5
5
1
5
12
23
g
3.42
3.00
3.55
3.56
3.44
Responses
36
19
29
52
136
2. After professional development activities, my district or school provides follow-up training, such as
coaching or classroom visitations. [1 = Strongly Disagree; 5 = Strongly Agree]
School
Connors
Dernarest
Hoboken High
Wallace
Total
4
6
3
4
17
10
3
11
13
37
3
9
6
7
15
37
4
10
3
6
13
32
5
3
1
2
7
13
Responses
2.94
2.47
2.76
3.12
2.9
36
19
29
52
136
3. In the past two years, my district or school has sought my input about the quality or the results of the
professional development I have received.
School
%
Yes
Connors
Demarest
Hoboken High
Wallace
Total
80.0
61.1
85.7
90.2
82.6
4. In the past two years, my district or school has provided professional development about how to improve
achievement of student subgroups.
%
School
Connors
Demarest
Hoboken High
Wallace
Total
77.1
61.1
63
84.6
75.0
5. I have modified my classroom practice as a direct or indirect result of professional development activity in
the period September 2005 to December 2006. If yes, describe how your practice has changed.
School
Connors
Demarest
Hoboken High
Wallace
Total
% Providing
Example
38.9
31.8
34.5
46.2
39.7
% Yes
71.4
42.1
59.3
79.6
67.7
Response Rate
School
Connors
Demarest
Hoboken&llgh
Wallace
Total
% Faculty
Responding
144.0%
90.5%
49.2%
113.0%
90.9%
science
center
Consultants Report to Hoboken School District
Re: Science Curriculum and Instruction
IntroductionlContext of the Schools and District
This report is the result of a collaborative agreement wherein the Hoboken Board of
Education contracted with Liberty Science Center for a consultation study of its K- 12
science program. This resulted from the districts recognition that, although there were
many indicators of good student performance including good scores on state tests, the
district lacked a science curriculum with vertical and horizontal alignment. Furthermore,
the district questioned if methods were consistent with current trends in the
methodologies employed in science instruction. The consultation was conducted by Mr.
Edward Barry, Director, Teacher Development at Liberty Science Center who has prior
experience as a science supervisor, assistant principal for instruction, high school
principal, consultant and school evaluator. The report is based on first hand observations,
data and information gained during visits to all six of the schools, and interactions with
science instructors and administrators in all of the buildings visited. These interactions
consisted of classroom observations and/or individual meetings with staff members as
well as attendance at leadership and curriculum committee meetings. Brandt School was
visited on 2/14 and 3/17, Calabro School on 1/3 1, Connors School on 3/18, Demarest
Alternative School on 3/10, Hohoken High School on 1/23, 2/7, 4/10, and 4/15 and
Wallace School on 3/28. It is hoped that the findings and recommendations contained
herein can provide direction to the district in its subsequent in-service and summer
curriculum work. The objective of that work is to develop an updated K-12 curriculum
with a built-in process for on-going review and revision.
The Hohoken district has approximately I 850 students in six schools. At this time there
is a high school, an alternative school, a grade eight facility and three elementary schools.
A transition plan is in place which will convert the three elementary schools and the
grade eight school into three schools with a consistent K-8 configuration and the current
eighth grade facility will house a pre-school program.
Responsibility for curriculum currently rests with the interim assistant to the
superintendent and the principals. In addition, the job descriptions for the high school
department chairpersons include responsibility for curriculum development. However,
these staff members do not serve in a supervisory capacity, hence cannot directly observe
if the approved curriculum will be implemented.
Initial impressions of the consultant were very positive. Although some facilities are
showing their age, the buildings are safe and well run. The administration and staff are
committed professionals who daily face the challenges of educating students in an urban
school setting. It is clear that the students feel safe and well cared for and they treat each
other and the staff in a respectful manner. The tone one senses within all of the buildings
is more typical of a suburban rather than that of an urban district.
The district and all the schools are to be commended for their excellent co-operation
during the study. Dr. Raslowsky and Dr. Petrosino invited the consultant to a principals
meeting to become familiar with the key staff members and explain the purpose of the
study. All requested materials were provided in a timely manner and easy access was
provided to the schools and classrooms. Administrative and teaching staff members were
courteous and helpful. Dr. Petrosino gave willingly of his time and good counsel which
is much appreciated as he has undertaken a challenging and time-consuming assignment.
Curricular materials
Grades K-5
The textbook series in place for grades I -5 is Scott Foresman Science 2003 printing.
which utilizes a spiral approach to the teaching of science. All areas of science are
covered in all grades with each general area (i.e. life science, physical science, earth
science and human body) enriched and expanded in subsequent years. The series is
readable and includes many hands-on activities which can he conducted without
incurring a major investment in specialized science kits. In classes observed where these
activities were conducted, students were engaged and able to carry out the activities
as
well as understand the significance of the projects.
Teachers indicate that financial resources are in place to support the program but that
the
schedule does not allow sufficient time to cover all of the topics and activities for each
grade.
Grades 6-8
The middle grades utilize the Prentice-Flail series with Physical Science in grade
6,
Life Science in grade 7 and Earth Science in grade 8. The series incorporates many
meaningful activities which involve inexpensive materials. However, teachers of the
sixth grade program indicate that the reading level of the Physical Science text is very
difficult for students at that age.
Again, time concerns are a problem, particularly in grade 8 at Brandt school which
schedules science for the equivalent of only three days per week while grades 6 and 7
classes in other schools meet 5 or 6 times per week. With the incorporation of grade
8
into the other elementary schools in 2008-2009. it should be possible to schedule grade
6,
7 and 8 for the same amount of contact time each week.
The texts in the series for the grade 6 physical science and grade 7 life science progra
ms
are 2001 printings and should be replaced soon with updated editions. The grade 8 earth
science series dates from 2005 and is still usable for a few years. Considering teachers
expressed concerns about the reading level of the grade 6 text, the selection committee
should review the latest edition to see if it is more readable or consider a different text.
It is not essential that all text books in the middle grades belong to the same series.
Grades 9-12
The Prentice-Hall Series continues, in part. into the high school program with Physical
Science-Concepts in Action, and Biology-Exploring Life. It is noted that these texts
do not appear to he significantly more challenging than the middle school versions in the
series. However, the high school versions reflect a slight shift from a factual to
conceptual emphasis. The biology text is adequate for a basic college preparatory
program hut is not challenging enough for an honors program. These two texts are 2004
printings and consideration should be given to using a more challenging program in
the
next textbook cycle.
Prentice-Hall Chernistry-2005 printing-is used thr both Chemistry A and Honors
Chemistry. This text is traditionally utilized for regular college preparatory courses
and
would need to he supplemented with a rigorous laboratory program and more empha
sis
on chemical thermodynamics and quantum mechanics in order to prepare students for
the
challenges of the SAT II test in chemistry. which is typically taken by students in honors
3
classes. A more rigoroLts text should be considered for the honors chemistry class.
Due to the phase in of a new course sequence, no course in academic physics is offered
this year. The science department took the forward looking step of making physics the
first course in the high school sequence for honors level students. Unfortunately, the
department found that their ninth graders could not handle the concepts, largely because
they did not have a sufficient background in mathematics. Some schools have had great
success with Physics First programs while others have tried the approach and had to
revert to the more traditional sequence of biology-chemistry-physics. The last group of
ninth grade physics students is currently sophomores in chemistry. An academic physics
program will he re-instated in 08-09 when this group enters the junior year.
Addison-Wesleys Conceptual Physics-1997 printing-is used for the current eleventh
grade non-college preparatory physics program. This text utilizes a largely non
mathematical treatment in its approach to physics concepts and is often utilized as a text
in non-college preparatory physics courses in those high schools which require physics
for all students. Now past 10 years old the text is due for updating. Students in this
program are also involved in First Robotics through a grant with Stevens Institute of
Technology.
The 2004 printing of Prentice-Halls Criminalistics-An Introduction to Forensic
Science is utilized in the elective course in Forensics and is appropriate. Based on
observation of the course, the textbook is also supplemented with a variety of appropriate
hands-on activities.
Facilities
Grades K-7
With the exception of Calabro School which was built in 1975, the elementary buildings
are nearly 100 years old but are well maintained. Although there are some rooms with
running water, there are no science laboratories with work stations, water and gas.
Despite this, teachers manage to conduct hands on activities. Classes were observed in
grades 6, 4, 2 and kindergarten and teachers demonstrated excellent flexibility in
performing hands-on activities in limited facilities. At Wallace school, students were
observed researching science topics in the computer lab.
Grades 8
Brandt school is also an aging facility with many classrooms converted to offices and
some not utilized at all. Starting in 08-09 it will flO longer he an eighth grade facility as
grade 8 will he integrated into the other elementary schools and the facility will house a
pre-school program.
Grades 9-12
The high school was built in 1962 for a student population of nearly 2000 students hut is
under-utilized with an enrollment of just over 500 students. Although the district has lost
population from its peak years, there is an unjustified perception on the part of some
parents that they need to abandon the district after elementary school and enroll their
children in charter or private schools.
The science department at Hoboken High School has the rare luxury of space. There is at
least one room which is unscheduled for the entire day, allowing for special or long term
projects to he developed and left undisturbed. However, running water, gas and safety
showers are not working in one of the laboratories which are scheduled for renovation.
Laboratories have separate preparation/storage areas and operate in a safe manner.
Methods of Instruction
Grades K-7
Classes were observed in kindergarten, grade 4, grade 6 and grade 7. A variety of
methods were utilized by the teachers including both teacher and student centered
approaches which involved student reading. laboratory activities and computer laboratory
work. There was good evidence of an inquiry based approach which utilized the adopted
textbook series as one of many resources. Some of the elementary teachers are involved
with the Partnership to Improve Student Achievement (PISA) project through Stevens
Institute of Technology. Liberty Science Center is a partner in this program and trained
several of the E-[ohoken teachers who participate in the program
Grade 8
A significant concern is that none of the teachers of eighth grade science is a specialist.
Science is taught by teachers with elementary certification who achieved highly
qualified status under the matrix plan. Quality of the instruction is further undermined
by the fact that eighth grade science is taught on a rotating cycle with social studies,
resulting in an average of only three forty minute periods of science instruction per week.
These circumstances put students at a disadvantage when facing the challenges of high
school science which is taught by specialists for 200 minutes per week.
Grades 9-12
Since the high school represents the end result of a K-I 2 sequence, all programs and all
but one science teacher were observed at Hohoken High in both regular classroom and
laboratory sessions Laboratory experiments were appropriate to the instruction and
conducted in a safe and competent manner by the instructors. However, much of the
classroom instruction was entirely teacher centered with students listening, taking notes
and answering questions. In most cases the focus was on vocabulary and basic
information with little or no emphasis Ofl inquiry. analysis or evaluation. It was also
5
apparent that many of the teachers were not trained in questioning techniques. Often
teachers would accept answers from any student rather than call on specific individuals in
a random fashion to ensure attention from all in the class. Furthermore, questions
focused on recall of specific facts or terms rather than probing for predictions or
explanations of concepts. Overall, contemporary methodologies were not in evidence.
Although some teachers used Power Point presentations in their classes, no use of
technology by students was apparent with the sole exception of participation in the First
Robotics competition by the physics classes. Based on students overall attention and
co-operation, they could have handled more hands-on and challenging activities.
6.
3.
The spiral nature of the K-5 curriculum requires organization and oversight.
Since all topics are covered each year, but time constrains make it impossible to
cover all of the content, it is apparent that inconsistencies in the amount of time
spent on specific topics will vary from teacher to teacher and school to school. It
is recommended that one of three approaches he utilized in developing the K-5
curriculum:
A) Adjust the scheduled time allotted to teaching of science so that all topics can
he adequately covered.
B) Teach specific areas in alternate years. For example an overview in
kindergarten, physical and life science in grades 2 and 4, earth/space and
environmental science in grades 1 and 3 with a comprehensive review and
expansion of all topics in grade 5.
C) Recognizing that the NJ ASK 4 test covers all topics and assuming that the
time devoted to science cannot be expanded, another approach would be to
cover all topics each year but emphasize specific areas on alternate ones.
For example the emphasis of grades 2 and 4 could be physical and life science
hut with some time still devoted to the other areas. Likewise, earth/space and
environmental science would be emphasized in grades 1 and 3 but all topics
still covered.
4. Review schedules in all K-8 schools to ensure that science meets at least several
days a week for all students at the K-5 level and daily for a minimum of 40
minutes in grades 6, 7 and 8.
5. Ensure that the standards and curricular materials utilized at Demarest Alternative
School are consistent with those utilized in the regular programs for students at
the same grade level/subject.
6. Develop a cycle of scheduled curriculum review so that content, scope and
sequence, and methods of delivery are reviewed no less frequently than once
every five years for each discipline. A standardized reporting format should be
developed so that there is consistency in the breadth and depth of research as well
as development of recommendations for revision across disciplines and grade
levels.
7. Adjust staffing so that science in grades 7 & 8 is taught by fully certified science
teachers.
8. Review the need for use of technology at the high school. Although technology
based science lessons were in evidence at the elementary level. use of technology
at the high school was limited to teachers use of Power Point presentations in
their classes.
8
9. Develop a long-range facilities plan which provides for science laboratories for all
science classes grades 7-12.
10. At the present time, classroom observations/evaluations are conducted by
principals and central office administrators, all of whom by the nature of their
positions must function as generalists. The department chair people at the high
school do not serve in a supervisory capacity. The curriculum which will emerge
from the current thrust of the district will require oversight. It is recommended
that positions for certified subject supervisors be developed to ensure that the new
curriculum is being implemented by teachers, monitored and reviewedlupdated in
a regularly scheduled manner. One possible configuration would be three
supervisors, on each for math/science, language arts/foreign languages, and
humanities/technology.
11. Consider adding Advanced Placement (AP) courses to the high school curriculum.
Although the school is to be commended for the distinction of being an
International Baccalaureate (MI) high school, the Advanced Placement program is
more widely known. Furthermore, only a very small percentage of students
continue with the program long enough to earn an lB diploma. Advanced
Placement courses can also qualify as part of an MI curriculum. Considering the
upscale population which has recently migrated to 1-loboken, addition of AP
courses may serve to stem the exodus of students from the district after
elementary school.
The science program in the Hoboken district has the potential for excellence. There are
many positive indicators already in place. These recommendations are made in a good
faith effort to help the district bring science education to its full potential. Liberty
Science Center stands as a willing partner to help in this endeavor.
Submitted by,
7
/
)4 //
Edward J. Barry
Director, Teacher l)evelopment
Liberty Science Center
Liberty State Park
222 Jersey City Boulevard
Jersey City, NJ 07305
.7
Date
Objectives:
By the conclusion of this unit of study. students will be able to perform as follows:
I. State the definitions for each of Newtons three laws of motion and inertia.
CPI 5.7A-l, 5.7A-2
2. Recognize and state the distinction between mass and weight. CPI 5.7A-3
3. State the definitions for coefficient of friction as well as the distinction
between static and sliding friction. CPI5.7A-1 & 3
4. Utilize the relationships within Newtons laws to accurately compute force.
mass, weight or acceleration given other information. CPI5.7A-l
5. State the distinctions between scalar and vector quantities. CPL 5.7A-l
6. Solve problems in vector analysis, utilizing graphical, geometric or
trigonometric methods for resolving vector components into a resolution or
breaking a vector quantity into its components. CPI 5.7A-l and 5.7C-1
7. Utilize knowledge of vectors, friction and Newtons laws to accurately solve
traditional problems involving stationary and moving masses on inclined
planes. CII 5.7A-l, 5.7A-3,5.7C-1 & 5.7C-3
8. Incorporate prior knowledge of linear motion and current knowledge of
Newtons laws and vectors to accurately solve problems involving projectile
motion. CPI 5.7A- I ,5.7A-2,5.7A-3, &5.7C-3
Classroom activities
Demonstrations:
A. Feather and Farthing apparatus. CPI 5.7A-3
B. Second Law Apparatus-drop and project steel ball simultaneously CII 5.7A-3
C. Exploding collision carts and balloon to illustrate third law of motion CPI
5 .7A-2
D. Linear air track to demonstrate inertia of moving objects CIP 5.7A- 1
10
Laboratory experiments
A. Exploratory lab utilizing spring gauges and variable masses on roller blades.
CPI 5.7 A-I, 5.4A-I. & 5.7C-3.
B. Force table tbr vector resolution CPI 5.7C-I,5.7C-3
C. Block and inclined plane to determine coefficients of static and sliding friction
5.7C-1,
D. Second law confirmation utilizing Smart Pulley or traditional tick timer CPI
5.4 A-I, 5.4 B-1,2 75.7 A-I
Computer Lab simulations
A. One dimensional spring in gravitational field:
http://panoramix.ift.iini.wroc.pl/mag/eng/simple.php
B. Atwoods Machine and Newtons Second Law
http://www.hazelwood.k 1 2.mo.us/grichertlsciweb/atwood.htm
Classroom presentations will he utilized to present and reinforce new material, review
homework, and assess student performance. Techniques utilized will include, but not be
limited to:
A. Utilizing contemporary questioning techniques whereby teachers question all
students in a random pattern, requiring them to reflect upon questions posed at
a variety of levels (i.e. knowledge, understanding, application, analysis,
synthesis and evaluation)
B. Presenting ideas utilizing as many of the currently accepted multiple
intelligences as possible
C. Utilize co-operative learning groups to reinforce concepts, correct homework
and analyze results of laboratory work.
D. Utilize technology for class work as well as laboratory work whenever
possible
E. Assess students regularly by evaluating laboratory work, homework,
classroom participation, and performance on demanding quizzes and tests.
II