General curriculum
Grades K-12 Curriculum
Our school follows the NYS Common Core Curriculum for English Language Arts and Literacy and Mathematics. We use the NYS Learning Standards and Curriculum for our Social Studies and Science Instruction.
NYS Core Curriculum for English Language Arts & Literacy
NYS Learning Standards and Curriculum for Social Studies
NYS Core Curriculum Learning Standards for Mathematics
NYS Learning Standards and Curriculum for Science
These standards can be found on the NYS Department of Education Website.
Rationale for our K-12 Curriculum
Our curriculum stems from cognitive learning theories. In particular we focus on Jean Piaget's Cognitive-Stage Theory. This theory states that children's cognitive development happens in particular stages. Piaget found that children cannot grasp certain concepts until their brains have developed enough. Therefore we start with basic concepts and gradually move to more in depth concepts. Understanding these stages can assist teachers and parents in finding the best way to teach the child.
Our curriculum also stems from Lev Vygotsky's Sociocultural Learning Theory. This theory is based on the assumption that children learn from active engagement with their environment. This theory also focuses on the idea that with scaffolding from parents, teachers, and peers; students can cross their zone of proximal development (ZPD). Each child has a ZPD, which is the gap between what they already know and what they are capable of learning.
In addition, we incorporate Universal Design for Learning (UDL) principles into every lesson every day. Our teachers have differentiated lessons for diverse learners that minimize barriers and enhance learning for all students. Each student brings their own background to our school and we like to focus on that background and foster it. We acknowledge our students' strengths and help to enhance them. UDL also helps motivate our students through their interests and through multiple paths to learning.
Our school follows the NYS Common Core Curriculum for English Language Arts and Literacy and Mathematics. We use the NYS Learning Standards and Curriculum for our Social Studies and Science Instruction.
NYS Core Curriculum for English Language Arts & Literacy
NYS Learning Standards and Curriculum for Social Studies
NYS Core Curriculum Learning Standards for Mathematics
NYS Learning Standards and Curriculum for Science
These standards can be found on the NYS Department of Education Website.
Rationale for our K-12 Curriculum
Our curriculum stems from cognitive learning theories. In particular we focus on Jean Piaget's Cognitive-Stage Theory. This theory states that children's cognitive development happens in particular stages. Piaget found that children cannot grasp certain concepts until their brains have developed enough. Therefore we start with basic concepts and gradually move to more in depth concepts. Understanding these stages can assist teachers and parents in finding the best way to teach the child.
Our curriculum also stems from Lev Vygotsky's Sociocultural Learning Theory. This theory is based on the assumption that children learn from active engagement with their environment. This theory also focuses on the idea that with scaffolding from parents, teachers, and peers; students can cross their zone of proximal development (ZPD). Each child has a ZPD, which is the gap between what they already know and what they are capable of learning.
In addition, we incorporate Universal Design for Learning (UDL) principles into every lesson every day. Our teachers have differentiated lessons for diverse learners that minimize barriers and enhance learning for all students. Each student brings their own background to our school and we like to focus on that background and foster it. We acknowledge our students' strengths and help to enhance them. UDL also helps motivate our students through their interests and through multiple paths to learning.
Pre-K Curriculum
Our school follows the NYS Pre-Kindergarten learning standards. These standards can be found on the NYS Department of Education website.
Elementary Curriculum
The elementary school curriculum is linked to the Common Core State Standards and the NYS standards.
Elementary assessments
Our elementary school uses both formal and informal assessment methods. This is a listing of some assessments we use at the elementary level.
DIBELS - "Dynamic Indicators of Basic Early Literacy Skills" This assesses students progress in literacy by assessing the seven components of literacy.
Running Records - Assesses students oral reading skills by recording exactly what they say.
Fountas Pinnell - Assesses a student's current reading level and progress.
Curriculum Based Measures - Assessments based on the curriculum that are given frequently to assess students' progress in all areas
.
State Assessments
DIBELS - "Dynamic Indicators of Basic Early Literacy Skills" This assesses students progress in literacy by assessing the seven components of literacy.
Running Records - Assesses students oral reading skills by recording exactly what they say.
Fountas Pinnell - Assesses a student's current reading level and progress.
Curriculum Based Measures - Assessments based on the curriculum that are given frequently to assess students' progress in all areas
.
State Assessments
middle school curriculum
The middle school curriculum coincides with the Common Core State Standards and with NYS standards.
In addition to core content, students are able to take classes in music (chorus, band, orchestra), various arts (intro to photography, intro to painting, intro to ceramics), and other electives. We aim to have well-rounded students and give them the opportunity to develop a wide array of interests and skills.
In addition to core content, students are able to take classes in music (chorus, band, orchestra), various arts (intro to photography, intro to painting, intro to ceramics), and other electives. We aim to have well-rounded students and give them the opportunity to develop a wide array of interests and skills.
Middle school assessments
The middle school also uses both formal and informal assessment methods.
Curriculum Based Measures - Assessments based on the curriculum that are given frequently to assess students' progress in all areas. Results of these assessments are used to influence teachers' future instruction.
Project-Based Assessments - In order to give students more opportunity to express themselves as individuals, teachers provide project-based assessments at least once per marking period. Projects allow students to express themselves through stories, videos, dioramas, and other creative outlets.
State Assessments
Curriculum Based Measures - Assessments based on the curriculum that are given frequently to assess students' progress in all areas. Results of these assessments are used to influence teachers' future instruction.
Project-Based Assessments - In order to give students more opportunity to express themselves as individuals, teachers provide project-based assessments at least once per marking period. Projects allow students to express themselves through stories, videos, dioramas, and other creative outlets.
State Assessments
high school Curriculum
The high school curriculum coincides with the Common Core State Standards and with NYS standards.
Students are not tracked into any specific fields or classes, but they are welcome to partake in vocational classes in high school. We offer tech wood classes, mechanical classes, dentistry and medical classes and cosmetology classes.
Students are not tracked into any specific fields or classes, but they are welcome to partake in vocational classes in high school. We offer tech wood classes, mechanical classes, dentistry and medical classes and cosmetology classes.
high school assessments
Curriculum Based Measures - Assessments based on the curriculum that are given frequently to assess students' progress in all areas.
State Assessments - Our students participate in Regents exams
State Assessments - Our students participate in Regents exams
references
Betherann. (n.d.). DIBELS: A Quick Guide for Parents and New Teachers. betherann on HubPages. Retrieved December 7, 2012, from http://betherann.hubpages.com/hub/DIBELS-A-Guide-to-the-Literacy-Monitoring-Tool
CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA. Retreived from http://www.udlcenter.org/aboutudl/udlguidelines
Curriculum-Based Assessment. (n.d.). Education.com. An Education & Child Development Site for Parents. Parenting & Educational Resource. Retrieved December 7, 2012, from http://www.education.com/reference/article/curriculum-based-assessment/
Heinemann, Fountas & Pinnell. (n.d.). Heinemann. Publisher of professional resources and provider of educational services for teachers. Retrieved December 7, 2012, from http://www.heinemann.com/fountasandpinnell/faqs_bas.aspx
Papalia, D. E., & Olds, S. W. (2006). A child's world: infancy through adolescence (10 ed.). New York: McGraw-Hill.
CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA. Retreived from http://www.udlcenter.org/aboutudl/udlguidelines
Curriculum-Based Assessment. (n.d.). Education.com. An Education & Child Development Site for Parents. Parenting & Educational Resource. Retrieved December 7, 2012, from http://www.education.com/reference/article/curriculum-based-assessment/
Heinemann, Fountas & Pinnell. (n.d.). Heinemann. Publisher of professional resources and provider of educational services for teachers. Retrieved December 7, 2012, from http://www.heinemann.com/fountasandpinnell/faqs_bas.aspx
Papalia, D. E., & Olds, S. W. (2006). A child's world: infancy through adolescence (10 ed.). New York: McGraw-Hill.