2018 - 2019... · web viewthe preparatory academy for writers. a college board school. charles...

The Preparatory Academy for Writers

A College Board School Charles Anderson, Principal

Christopher Tidridge, Assistant PrincipalMahendra Singh, Assistant Principal

Jessica Behr, Assistant PrincipalMichele Charles, Assistant Principal

Anthony Gonzalo, Dean of StudentsGabrielle James, School Counselor

Irene Chan, School Counselor

The Department of Education of the City of New YorkPreparatory Academy for Writers

143-10 Springfield Boulevard

School Handbook

2018 - 2019 (9/7/18)

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Springfield Gardens, NY 11413Phone: 718/949-8405 Fax: 718/525-8495

The Principal’s Message

To the staff, students and parents of the Preparatory Academy for Writers,

Our school has experienced a good deal of success in the past few years and we are proud

of the high-quality school we have become. While much of our success has been measured by

student achievement on State exams and other sources of data, I am most proud of our school’s

success, not in producing great data, but in producing great students. I believe that the

Preparatory Academy for Writers is evidence that a fun, creative, and supportive atmosphere

coupled with systems that create both self-directed and collaborative students result in high

student achievement. Making students love school is important to making students successful in

school just as making students successful in school is important to making students love school.

It is a positive cycle that I have watched snowball here over the years.

The systems presented in our handbook, although they have

been shared and reproduced many times, are always in their

drafting phase. A full copy will be distributed electronically in

September, but I wanted to send out this notices regarding two

major changes/improvements for the upcoming year. First, we

have a new bell schedule. Second, as a Springfield Gardens campus

policy, schools will be collecting all student cellphones and redistributing them at the end of

the school day. I look forward to seeing all of our Fathers on the first day of school and all of our

parents at Curriculum Night. Thank you for your support writing many more successful futures.

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Charles Anderson, Principal

Table of Contents

Student Bell Schedule. . . . Page 4Lateness and Hall Passes. . . Page 5An Economy of PRIDE. . . . Page 6Rules and Consequences . . . . .Page 7

PAW Dress Code . . . . . . . . . . Page 8Cell Phone Policy. . . . . . . . . . . Page 9Grading Policies . . . . . . . . . . . Page 10Pupil Path . . . . . . . . . . . . . . . . . .Page 11Systems for Struggling Students . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . Page 12PAW

Advisory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 13

PRIDE at PAW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 14

Development of Student Portfolios. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15

Sample Checklist for a Student Portfolio. . . . . . . . . . . . . . . . . . . . . . . . Page 16

Curriculum Development at PAW . . . . . . . . . . . . . . . . . . . . . . . . . .Pages 17-20

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Bathrooms are locked 10 minutes before, during, and 10 minutes after the end of each period.

Classroom Systems and Set-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 21-22

Keeping a Teaching Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 23

Promotional and Graduation Criteria . . . . . . . . . . . . . . . . . . . . . . .Pages 24-26

Student Bell SchedulesMonday, Tuesday Thursday, Friday

Period 1st 2nd 3rd 4th 5th Lunch 6th 7th

Start 8:10 9:15 10:15 11:15 12:15 12:55 1:55Dismissal 9:15 10:15 11:15 12:15 12:55 1:55 2:55

Wednesday

Period 1st 2nd 3rd 4th Town Hall 6th 7th 5th

LunchStart 8:10 8:45 9:25 10:05 10:45 10:55 11:35 12:15

Dismissal 8:45 9:25 10:05 10:45 10:55 11:35 12:15 12:50

Students Arriving Late to SchoolStudents who arrive after 8:10am will receive their electronic devices after the end of the school day. Students who arrive to school before 8:10am will receive their electronic devices during lunch.

Student Lateness Between PeriodsStudents are expected to travel directly between classes during passing. Because

We must use time as a tool, not as a couch.” - JFK

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they cannot be adequately supervised during passing, bathrooms will be locked. Classrooms have been arranged to minimize travel and therefore there is no excuse for being late to class. Students will have 2 minutes between each class to arrive to class on time. When the music starts students will know to exit their class and be expected to be in their seat ready to work before the music stops. All teachers are expected to stand at the door to their classroom between periods.

Campus-Wide Hall SweepsEvery period, school administration will conduct hall sweeps where teachers will be asked to close and lock their doors. This could happen once or twice a day or once or twice a week. The frequency depends entirely on our students’ ability to move smoothly between classes, During these campus-wide hall sweeps, deans and administrators (with assistance from school safety officers) will escort students into classroom or shared space. Parent contact will be made and students may receive detention on a case-by-case basis. Students will be escorted back to classes and teachers are asked not to admit students without an escort. We expect that all of the students on our campus show respect to all of the staff who work collaboratively to cultivate a positive culture here at the Springfield Gardens Campus.

Lateness and Hall Pass Procedures

1. The classroom teacher is responsible for ensuring the accurate and consistent implementation of the late/hall pass log. However, a student monitor may be hired to assist the teacher by accurately maintaining a log of all hall passes and late students. Teachers are required to stand at their doors between periods and encourage students to arrive to class on time. Students are required to move in a timely manner between classes. Saying “hi” is okay, but we there’s not enough time for a full conversation. A study by the Common Sense Institute (CSI) in 2015 showed that students who go right to class are 99% better students.

2. Only one student may use a hall pass at a time.

3. Only the official green or clear plastic hall pass may be used.

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If a pass is lost, teachers must write a note that includes the student’s name, the date and time. Teachers must then request a new pass from Ms. Carrozzo in room 104.

4. If a student uses a hall pass too frequently, students may be fined.

5. All students must go to the cafeteria during at the start of lunch at 12:15pm. Only students with valid lunch passes provided by a teacher, before the lunch period begins, will be allowed to leave the cafeteria. Food is not permitted outside the cafeteria! Any students found in the hallway or leaving the cafeteria during lunch without permission may receive detention on a case-by-case basis.

6. Students must receive verbal permission from a teacher in order to leave the room. He/she should do their best to minimize the amount of class time he/she is missing. Teachers should also do their best to communicate with students and parents their reason for denying or postponing the use of a pass. Excessive use of the pass may result in parental contact and guidance and/or academic intervention.

An Economy Based on P.R.I.D.E.

Pride is the recognition that you are your own highest value,And like all things of value,

It must be earned

Simple Steps for Earning $1. Go to advisory every week.2. Earn a high PRIDE score.3. Get paid every 2 weeks. 4. Spend $ in the student store.5. Earn more $.6. Repeat steps 4 and 5.

Want extra cash? Good. Get a job.Teachers can hire students to work extra jobs during class, at lunch, or after school. Jobs will be posted on the

Warning: Exit Doors are alarmedBoth staff and students must enter and exit the building only through designated doors.

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classified board in the main hallway or in classrooms. Get your resume in order and follow the directions on the posting to apply. Students with a negative balance will be provided with extra jobs and other opportunities to get out of debt.

The Preparatory Academy for WritersSchool-wide Rules and Consequences

The following set of rules and consequences will be enforced. These rules are in accordance with the Chancellor’s regulations and are regularly enforced in the best of New York City’s schools. High behavioral expectations are necessary to create a culture of high academic expectations. They exist for the benefit of all students at the Preparatory Academy for Writers.

Fines can range from $10 to $100 and will be deducted from students’ bank accounts. The amount of the fines will be based on the frequency of and severity of infractions. Students who are unable to maintain a positive balance will be give opportunities to earn additional wages (A.K.A. Detention) by “working” during lunch, during school, after school, or on Saturdays.

Parents will be expected to meet with the dean or principal prior to or within 5 days of suspension. Suspensions are served in a SAVE room from 1:30 to 3:30 for high school students and during the normal school day for middle school students.

Behavior that will result in parent Conference, Classroom removal, and/or a 1 day Suspension

Walking out of class without permission or cutting a class Using profane of derogatory language directed at a staff member Threatening behavior or language directed at another student Repeated detentions or failure to attend detention Sexual harassment Vandalism

Behavior that will result in Fines and Deductions Failure to dress appropriately (See Dress Code on page 8.) Lateness to class or being caught in a hall sweep Food, candy, drinks, and gum are not permitted in class. Students may drink water. Profane, derogatory, or inappropriate language is not tolerated. Insubordination (a refusal to follow the directions of school staff members) Behavior that disrupts the learning process (excessive talking, arguing, etc.)

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Superintendent SuspensionsCertain infractions may result in a superintendent suspension. Theft, bringing a weapon to school, gang related violence, and violence directed at staff members are examples of behavior that will result in a hearing and prolonged suspension.

Since its founding, the Preparatory Academy for Writers has sought to teach

children that the attire we choose should always be appropriate for the setting. Our school’s dress code is a

part of our school culture and will continue to play an important role as we work to set a collegiate tone. We believe that uniform helps students stay focused on academics, helps prevent competition around designer labels, and helps administrators distinguish our students from the students upstairs. Plus, it’s easier to get

dressed in the morning because everything matches. Clothing must be black, white, green or khaki. Dress code is required Monday to Thursday and on Fridays students are allowed to wear other school-appropriate attire.

Article of Clothing Guidelines

HatsHats are not to be worn inside of the school building and may be confiscated and returned at the end of the day.

ShirtsShirts must be black, white or green and should have a collar. Shirts with graphics are not permitted.

Sweaters/JacketsStudents are not allowed to wear jackets inside of the building. Sweaters, vests and sweatshirts are permitted as long as they are black, white, or green.

Bottoms

Students may wear pants that are either black, green, khaki, or white. Students may not wear blue jeans. Shorts and skirts are also permitted as long as they are within 4 inches of the knee. Sweat pants and leggings are typically not appropriate.

Behavior that will result in a Multiple day Suspension Fighting

Repeated 1 day suspensions Incidents with multiple infractions (i.e. Cursing at a teacher and walking out w/o permission)

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Students who do not adhere to the school’s uniform policy will be fined. They may be given a uniform for the day. They may also be sent to an in-school suspension room while waiting for a parent to bring appropriate attire. In addition, persistent offenders will not be able to participate in certain school activities.

Gym Uniforms Required By the first Monday of October, all students must wear gym uniforms in order to receive full credit for participation for the term.

The Springfield Gardens CampusCell phone and

Electronics PolicyAlthough students are allowed to bring

electronic devices including cell phones to school, they are required to turn off and turn in all cellphones before go through scanning. Students who use their cellphones in any location will have their device confiscated. Students will receive their electronic devices at lunch if they arrive to school before 8:10am, the start of first period. Students who arrive late to school will receive their electronic devices at the end of the school day. Failure to turn in an electronic device will result in a parent/admin conference and possible classroom removal.

Cell Phone Dos and Don’ts

The school will not replace any lost or stolen electronics, even if they were lost while in the school’s possession. A form must be completed and sent to NYC Comptroller’s Office seeking reimbursement. We do not recommend bringing expensive electronic devices into the school as they may be lost or stolen.

If you get caught, don’t argue. Turn in your phone without being disrespectful. The consequences for insubordination are far greater than those for simply using a cellphone without permission. After all, for the first infraction, the phone will be returned at the end of the day.

Ladder of ConsequencesFirst Infraction- Electronics are confiscated, locked in the dean’s office and will be returned at the end of the day.

Second Infraction - Electronics are confiscated, locked in the dean’s office and will be returned after the student serves a 1hr detention.

Third Infraction - Electronics are confiscated, locked in the dean’s office and will be returned only to the parent or after the student serves 3hrs of detention.

Each additional infraction will result in 3hrs of detention. Parents will be required to attend a principal’s suspension conference.

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Grading PoliciesIn order for students, parents and teachers to have clear and consistent expectations the school wide grading percentages are below. All teachers distribute course syllabi with the specific assignments for each category. There are three terms in our school year called trimesters. Each trimester culminates in a final grade. There is one marking period in the middle of each trimester which serves as a progress report when students receive report cards. Final cumulative grades for all classes appear on transcripts after each trimester.

How Courses Are Graded?

Assessments include tests, quizzes, projects and all other work that is used to assess students’ growth towards mastery of standards. Formative assessments are used to measure student understanding throughout a unit and summative assessments are graded as the culmination of each unit of study. A list of formative and summative assessments for each unit is included in a unit overview which teachers distribute to students.

Reading/Writing/Discussion: Since the three pillars of education are reading writing and discussion it is critical for students’ grades to partially rest upon these foundations of instruction. Student participation and performance in each of these instructional rotations will be assessed with rubrics by peers and teachers.

Portfolio: Three portfolio grades will awarded each trimester. Each of the two unit overview packets will receive a portfolio grade from their classroom teachers and the third portfolio grade will be what students earn at their portfolio presentation ending each trimester.

Social Emotional Learning (SEL): The fourth pillar of Social Emotional Learning has been incorporated into the assessment of our students’ educational experience aligned to the New York State Standards of SEL. We believe peer collaboration, appropriate emotional responses in the classroom, and a positive attitude shape successful students.

Homework is assigned at least four nights a week and varies in length according to grade level and courses. Students should expect to complete anywhere from 1-3 hours of homework each

Grading Percentages by Category

Summative Assessments 40%

Reading 15%

Writing 15%

Discussion 10%

Homework 10%

Portfolio 5%

Cell Phone Dos and Don’ts

The school will not replace any lost or stolen electronics, even if they were lost while in the school’s possession. A form must be completed and sent to NYC Comptroller’s Office seeking reimbursement. We do not recommend bringing expensive electronic devices into the school as they may be lost or stolen.

If you get caught, don’t argue. Turn in your phone without being disrespectful. The consequences for insubordination are far greater than those for simply using a cellphone without permission. After all, for the first infraction, the phone will be returned at the end of the day.

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night. Late homework will not be accepted after 3 days, unless accompanied by a written excuse from a parent or medical professional.

Scale of Marks Awarded:

Numerical grades on a scale of 55-100 for all courses. College and career readiness and science lab classes, are graded on a Pass/Fail scale. No child will receive a grade lower than 55, which is considered a failing grade. Those are the only grades that are valid.

The following are the special marks that are used:

NS: Students who completely fail to attend a class and do not participate in any of the course work will receive a grade of ‘NS’ indicating that the student is a No Show. A grade of an NS has a numerical value of 45 on the transcript.

NX: Students with documented, extreme and extenuating circumstances and with approval from the Assistance Principal of Pupil Student Services may receive a final grade of an ‘NX’ which indicates Incomplete. Any student who receives an ‘NX’ for a course will have until 20 days after the end of that marking period to complete the work for a passing grade.

NL: New or recently enrolled students who have enrolled late in the semester may be given a grade of ‘NL’ and will signify that the student will have until the end of the following semester to complete the work for a passing grade.

Weighted Courses:All Advanced Placement courses are weighted and will have a Grade Average Factor of 1.10.

Timeline of When Students Receive Grades:Our school has three terms in our school year called trimesters. Each trimester culminates in a final grade. There is one marking period in the middle of each trimester which serves as a progress report when students receive report cards. This provides students and their families opportunities to improve their work prior to receiving a final grade. Marking period grades do not appear on the students’ transcript. Final cumulative grades for all classes appear on transcripts after each trimester, early December, mid-March and in late June.

Reassessment Opportunities A.K.A. “Amnesty Day”:Students will have one reassessment opportunity each term, three for the year. The teacher will determine which assignments are eligible for reassessment. Teachers may invite students to revise and reassess certain assignments, or students may request an opportunity to reassess. One school day per trimester will be known as “Amnesty Day”. Students will have an opportunity throughout all their classes to reassess a missing assessment, classwork, homework, journals or another related assignments.

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In order to facilitate better communication between parents and students regarding students’ academic performance, we at the Preparatory Academy for Writers use an online gradebook to keep our grades. Pupil Path allows parents and students to check on see current grades without waiting for report cards or progress reports. Both students and parents are given passwords and may access grades 24 hours a day, 7 days a week. In addition, parents can set up accounts so they can receive automatic email alerts based on the preferences they set.

During the 2012-2013 school year, our science department conducted a study on the usage of an online gradebook. They found a very strong correlation between the frequency in which students and parents logged in to monitor their grades and their overall GPA. The more closely students monitored their grades, the higher their grades would be. Makes sense, doesn’t it?Grade ChangesIf a student has demonstrated mastery of course content after the submission of grades or if an error in grading was discovered, teachers must complete a grade change form. Forms are available in the

guidance office.

Class ChangesIn order for students to change classes, a course add/drop form must be completed within the first 3 weeks of the term. Signatures are required from parents, all affected teachers and administration before the change can be made.

Systems for Struggling Students

Academic MisconductPlagiarism is the use or close imitation of the words or thoughts of another without proper citation. Students who plagiarize will not only receive a zero for the assignment but will also face administrative consequences which may include suspension.

Cheating on tests, quizzes, or exit slips will result in a zero. Teachers who catch students will contact parents and refer students for administrative consequences.

Copying homework, classwork, or other independent assignments will result in zeros for the student copying and the student who knowingly allows his work to be copied.

Requirements for Teachers Homework assignments must be

entered as they are assigned.

Grades for all assignments must be entered within two weeks of the assignment’s due date.

Percentages for all grading categories must be aligned to school-wide grading policy.

There must be a minimum of three assignments in each grading category per trimester.

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Students who fail to complete homework assignments, do not stay engaged during class, or perform poorly on assessments may be placed on academic probation. The decision to place a student on academic probation is a collaborative decision between all the student’s teachers and his/her guidance counselor.

Individual student contracts are created for each student once they are placed on probation that will include the terms of the probation as well as the criteria for reinstatement. The contracts are signed by the student, parent, and all of the impacted teachers.

Academic probation will be held on Wednesday’s between the first three to five weeks at the beginning of each term. Students will be scheduled to report to a classroom where all of their grade level teachers will be providing academic support and services. Attendance is mandatory and failure to show up will be treated like the student is cutting a class.

Along with Wednesday academic support sessions, additional lunchtime and afterschool tutoring sessions will also take place and will be included in the contract. For example, a middle school student may be enrolled in the afterschool program, a freshman may be assigned a period of tutoring instead of a P.E. or elective class, and a senior may be enrolled in an extra Regents prep class.

Teachers are asked to provide students with missing or additional work aligned with individual student goals that they can complete during academic probation. The goal is to prevent our students from falling behind academically and to develop within each the skills needed to be a responsible student.

Last school year, we were able to match each student placed on academic probation with a volunteer peer tutor. Students interested in volunteering in order to receive credit for community service hours should see their grade level’s coordinator of academic probation.

PAW’s Achieve program is for students who have been unsuccessful with a traditional school schedule and may need more guidance and mentoring as they either transition back into the regular school setting or as they move into one of New York City’s transfer schools. Students take a combination of classes, both online and in the classroom and receive mentoring, guidance and support from a community-based organization. For more information on the PAW’s Achieve program, see AP Singh in room 101. 13

PAW AdvisoryEducational SupportAn important function or advisory is to ensure that each student receives individual attention from a guidance counselor or administrator on a weekly basis. Using Pupil Path, PRIDE forms and other sources of information, students check on academic progress and are referred for additional support when necessary. Through advisory, students also learn important information about HS and begin planning for college.

Portfolio Development

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Students periodically use advisory for organizing their work, monitoring their academics, and putting together portfolios that include assessment data, student contracts and personal statements.

Social DevelopmentIt is our goal that advisories offer an inclusive, collaborative, and supportive environment

for our students to develop needed social skills. Advisory classes are often co-taught by a senior advisor who facilitates gatherings and leads discussion groups that allow social issues to surface. Advisory team leaders must also distribute PRIDE forms every two weeks and develop a system by which students self or peer assess for the week. The PRIDE forms will then be reviewed and adjusted by teachers, before the points earned are converted into a pay check automatically deposited into the student store.

Project P.R.I.D.E.During an advisory meeting, every student reflects on his/her overall academic

performance and conduct. In order to earn P.R.I.D.E., students must demonstrate the following:

Positivity: Students who set postivie and realistic goals, have the ability to handle everyday challenges with confidence and optimism and have the ability to encourage others in a positive way will receive high scores in this area.

Responsibility: Students who attend school every day, arrive to all classes on time, and bring the necessary materials so that they are ready to learn will receive high scores in this area.

Integrity: Students who carry themselves with maturity, talk to others in a respectful manner at all times, and are trustworthy and honest will receive high scores in this area.

Determination: Students who consistently demonstrate high levels of effort and challenge themselves academically will score high in this area.

Empathy: Students who can identify and understand the thoughts and feelings of others, take the responsibility for the wellbeing of others and demonstrate community service throughout the school year will score high in this area.

Sample PRIDE

Sample PRIDE

Sample PRIDE 15

Development of Student PortfoliosUse of Unit OverviewsIn order to create instructional coherence, to help our students become better organized, and to improve communication with parents and students all teachers are required to present students with a unit overview at the beginning of each unit of study. This one-page document contains the essential question, a brief description of the unit, a list of key standards to be taught, a checklist of key formative assessments, and a description and checklist for the authentic summative assessment for the unit. (See appendix for a copy of the Unit Overview template)

Collection of Student Work

Be sure to save your best work in your

Sample PRIDE

Sample PRIDE

Sample PRIDE

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Teachers must either keep a folder for each student or ensure that students maintain their own folder or a section in a binder. Quizzes, homework assignments, exit slips and other formative assessments should be kept in student folders and organized behind the unit overview. Then, at the culmination of each unit of study, students must assemble unit packets, using the unit overview as a cover page. Once the packet is graded it should be sent home for parents signatures and then placed back in the student’s folder. Finally, during advisory or on portfolio days, students must transfer work from folders to their binders.

Student Academic ContractsStudents must complete an academic contract that includes SMART goals for each content area. The goals must be tied to student data and must be signed by parents and teachers. The successful completion of contract goals is the basis for portfolio grades during the second and third trimester.

Sharing Class and Student Data from Benchmark AssessmentsAfter administering predictive assessments it is important that teachers review and analyze the results with the class and create opportunities and tools for students to look closely at their own results. The portfolio includes an assessment data worksheet that asks students to graph the results of both predictive and unit assessments. Assisting students in the process must be a collaborative effort between content

area and TEAM teachers.

Grading of Portfolio PresentationsStudents must present their portfolios each term and will receive a presentation grade that includes use of data, quality of student work, presentation skills and appearance. Teachers are encouraged to include the presentation scores when determining trimester grades, but may choose not to if they feel it results in a grade that is not reflective of the student’s effort or ability.(See appendix for Portfolio Presentation Grading Rubric)

Portfolio PresentationsHow would you describe your academic journey through the first Trimester of the school year?

As a culminating activity for the trimester, you will be presenting your academic accomplishments through your student data portfolio. Collecting evidence of your skills and hard work in a portfolio is a skill that is important to numerous professions. Similarly, the ability to present yourself well is a skill that will help you in countless situations in your life.How does the Portfolio Presentation affect my grade?

1st term Portfolio Checklist

Portfolio Presentation

trimester Grade

90% +5% +5% =100%

This is the checklist that students will use when preparing for their 1st term portfolio presentation. Portfolio templates, checklists and rubrics are available for download on Pupil Path and through students’ Google Drive accounts.

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Due Dates for 2018 - 2019 Course Syllabi due

Wednesday, September 5th First/Second Unit Overview due

Wednesday, September 12th Third/Fourth Unit Overview due

Wednesday, December 12th

Fifth/Six Unit Overview due Wednesday, March 13th

Sections Two-Five: Academics

EnglishJupiterGrades Reports: Term 1

Assessments Line Graph

1st Quarter Interim Assessment

Unit Packets

Math JupiterGrades Reports: Term 1



Unit Packets

Social StudiesJupiterGrades Reports: Term 1



Unit Packets

ScienceJupiterGrades Reports: Term 1



Unit Packets

Spanish/Art/otherJupiterGrades Reports: Terms Term 1


1st Interim Assessment

Unit Packets 50 Points

Section One: Student Overview

Personal Statement

Academic Contract

High School Transcript or ARIS Report (MS only)

Weekly P.R.I.D.E. Sheets and Student Self-Analysis

Grade Reflection Worksheet

25 Points

Presentation SkillsA panel of judges will use the portfolio presentation rubric to determine your score

Accuracy/Use of Data

Contract Goals

Quality of Student Work

Appearance

Presentation Skills 25 Points

The best presentations demonstrate students’ accurate assessment of their own strengths and weaknesses, evidence of growth, and a carefully created contract that describes well-thought-out plans for further improvement.

Curriculum DevelopmentThe development of effective curriculum is a multi-step, ongoing and cyclical process.The process moves through evaluating the existing program, to designing an improved program, to implementing a new program and back to evaluating the revised program. With this process in mind, PAW has an instructional cabinet that monitors and revises the required components of curriculum that meets, or exceeds the standards outlined in the CCLS.

Instructional Cabinet/Accreditation CommitteeThis committee is made up of the principal, assistant principals, guidance counselors, and a representative from each department. The committee meets once a week to discuss educational initiatives, review course offerings, and evaluate academic rigor.

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At the beginning of each unit teachers must distribute three things to administration, students and parents: 1) a Unit Overview, 2) a copy of the Traditional Summative

During the first semester all teachers must submit 3 items for committee review: 1) The submissions of current course syllabi which include a scope and sequence, grading policy, and classroom expectations are due at the beginning of each year. 2) Teachers must submit unit overviews as they are ready during common planning periods and via Google Drive. Unit overviews will be kept on file and will serve as a record of the material being taught in each class. 3) Teachers must administer no fewer than 3 Benchmark Assessments. Details should be included in an assessment plan. Both January and June Regents can be used as assessment data.

Submission of Unit OverviewsWithin the first week of a new unit of study, teachers are required to submit a copy of the unit overview (see appendix for template), a copy of the traditional summative assessment (if one exists), and the rubric for the authentic summative assessment. This is necessary in order to ensure that teachers are well planned, are providing students with clear expectations, and are presenting students with rigorous tasks that are aligned to Common Core standards.

At the end of each unit, we will collect a revised (if applicable) unit overview, samples of student work, and assessment results.Rigorous Course OfferingsStudents are given multiple opportunities to take rigorous coursework that will ensure college and career readiness. Middle school students have the ability to take up three high school classes, Earth Science, US History, and Algebra, each culminating in a Regents exam at the end of 8th grade. Similarly for high school students, Advanced Placement (AP) courses are offered in all 4 major content areas.Start College Now!High school students who score above a 75 on any science Regents or on the English Regents should see their guidance counselor for more information and to register for the College Now program. Through a partnership with York College, students have the opportunity to attend afternoon classes

here on the Springfield Gardens campus and earn

CUNY credits for free while still in high school. Benchmark Assessments

AP US HistoryAP Language AP Biology

AP World HistoryAP Literature AP Statistics

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Term 1English 1

Term 2English 2

Term 3English 1or 2 CR,

English 1, 2, 3 or English Elective

Term 1Standard AStandard BStandard C

Term 2Standard DStandard EStandard F

Term 3Standard AStandard DStandard BStandard EStandard CStandard F

Teachers in all content areas in grades 6-12 must administer assessments that are aligned to State exams throughout the year. Each exam must be given during class time under testing conditions. Data will be used to predict student performance on annual State exams and to adjust curriculum throughout the school year. Analysis of student data should be conducted by teachers in order to identify class and grade-level trends and to assist students with individualized goals and action plans. Student achievement data from these assessments must be presented to the principal twice a year during scholarship conferences.

Trimester Based Marking Periods Before the 2016 - 2017 school yearLonger periods provide teachers and students with opportunities for deeper learning, and allow students to earn more credits without lengthening the school year and without having to attend summer school. During the first two terms, classes cover what would be taught over the course of an entire school year in a traditional semester based school. Then during the third term, students will be programmed based on their performance during the previous two terms. A student may be programmed to recover credits, to make up for a term that they missed, or to earn elective credit in that content area. Therefore, curriculum must be structured in such a way that standards taught in the first two terms are re-taught and expanded upon during the third term. The student would consequently be given a second opportunity to demonstrate mastery of standards and a chance to review before June Regents exams. A chart of standards taught by term would look like this:

Special Education at PAWThe special education department is one of the most dynamic and hard-working departments at Writers. They work to provide students with the necessary supports while gradually transitioning students toward a less restrictive environment.In grades 6-8, we offer ICT (Integrated Co-Teaching) and 12:1:1. 6th grade students will receive support during English, math, social studies and science classes from the same certified special education teacher. 7th and 8th grade students will receive support from one special education teacher in math and science and another in English and social studies. Beginning in 9th grade, the ICT program provides instruction in content specific classrooms with two teachers, one special education teacher per content area and a general education teacher. Using their IEP (Individualized Education Plan) both teachers plan units and lessons that meet the needs of all students in the classroom.

Co-Teacher and Content-Teacher Responsibilities

20

Shared Responsibilities: Both teachers should co-plan enough to produce a unit plan that accomplishes three objectives. First, it makes clear the learning activities and their purpose within the unit. Second, it identifies the roles each teacher will play in facilitating the learning activities. Third, the overview, with necessary attachments, describes the authentic summative assessment as well as the modifications needed to ensure all students’ success. Both teachers are also equally in charge of establishing and maintaining a positive and highly-productive classroom environment and must work together to implement strategies that work best for both students and teachers.

Content-teacher Responsibilities: The lead teacher must be an expert in content area standards. Therefore, the development of a curriculum from the course syllabus to the design of daily learning activities is primarily the responsibility of the lead teacher. Similarly, the grading of key formative and summative assessments, as they are a reflection of students’ ability to meet content area standards, is the responsibility of lead teachers.

Co-teacher Responsibilities: It is important to note that while the grading of key formative and summative assessments is the job of the lead teacher, assessing and giving both verbal and written feedback to students is also the co-teacher’s responsibility. Co-teachers must work to see that students receive necessary modification as needed and must be involve within the redesign and facilitation of learning activities or through the design of additional supports.

Collaboratively Established Roles and Responsibilities: The most successful relationships, whether personal or professional, play to the strengths of the individuals. Teachers must work together to establish roles and to maintain open and constructive communication as responsibilities are determined on a continuous basis.

PAW’s Guiding Princple:

21

The way a classroom is configured is a reflection of the teacher’s educational philosophy and his or her beliefs about how students learn best. Someone who believes that students learn from teachers might set up his classroom differently than someone who believes students learn from each other or from themselves. Although our classrooms do not aim to be replicas, we have developed over the last several years a shared educational philosophy or how we think our students learn best.

The Preparatory Academy for Writers believes that students learn best when

1) working collaboratively in small groups (or teams),

2) engaged in rigorous and differentiated tasks, and 3) given the opportunity and support for self-evaluation.

22

Unit Overview standards:

Journal Entry RNE Self Assmnt. Quiz Essay RNE Journal Entry

Systems can be designed to create autonomy

Teachers should use the following guidelines when setting up their classrooms: Learning centers with handouts from previous lessons, additional readings, and extension activities play an important role in a student-centered classroom. A writing center, for example, may house student journals, red pens, dictionaries, previous journal prompts and journal writing rubrics.

Every classroom also needs systems; a system for checking out books or materials, a sign-up sheet for using the computer, a list of student monitors, a system for collecting and returning work, etc.

There should be a place for everything and everything should be labeled. This will help create an atmosphere of organization within the classroom and allow students to take ownership and pride in the room. It is important to keep classrooms free of unnecessary clutter. Teachers should keep their desks clear. Boxes of unused materials should be properly stored in closets. Shelves should be utilized. Old or tattered student work should be replaced. A few minutes spent having student monitors straightening up a classroom at the end of each period is not wasted time.

Creatively display student work. There should be somewhere between 20-30 pieces of student work displayed throughout the classroom. Properly displayed work is clearly labeled, is mounted on backing paper, includes teacher feedback, is frequently updated and represents the majority of students in the room.

Posting Unit Overviews

When I get into a vehicle, whether it be a car, bus, or plane, I like to know where it is that I’m going and I like to keep track of where I am as I travel to my destination. In the same vein, students should have a sense of where they are in the unit. Teachers are asked to post a unit overview on a bulletin board near the entrance

Please create a clearly labeled storage system for . . .

I. Journals for each periodII. Student Folders for each period

III. Late Log/Hall Pass BinderIV. Resources (calculators, dictionaries, etc.)V. Homework collection

23

to the classroom and to update by checking off assessments as completed and by updating due dates. Teachers can also choose to share updated unit overviews via Google Drive or Pupil Path.

Journal WritingBecause it is an activity that can be used to engage students in any content area, because they are a useful assessment tool, and because we are a school for writing, students are expected to respond to journal prompts nearly every day and in nearly every class. An effective journal prompt may be a provocative question that will spark a conversation. It may be a creative task that students engage in over the course of several days. It might be an interesting quote that students are asked to interpret. Each journal must stay in the classroom and include a grading rubric inside the front cover. Rubrics should also be displayed in the room, taped to desktops and/or posted on walls. Each journal entry should be dated and graded regularly. An ongoing process of journal review should be evident through both teacher and student comments within journals. (See appendix for PAW Model Writing Rubric)

Reader’s Notebook Entries (RNE) There have been a number of interesting studies done connecting childhood reading levels to future salaries, to health and well-being and even to crime. While educators may disagree or change their minds about what and how students should read, none dispute its value. The

students at the Preparatory Academy for Writers are required to read in all of their classes and when doing so, often record their thoughts, questions and insights in a Reader’s Notebook Entry.The formatting and evaluation of each RNE, while may be adjusted depending on content area, should, for the most part remain consistent across grade levels and subject areas. Like the Journal Writing Rubric, the RNE Rubric should be posted on walls and/or desktops. (See appendix for PAW RNE How To and Rubric)

Small Group DiscussionsFor many of our students, small group discussion or instructional groups are where the majority of their learning takes place. Within groups of approximately 10, students are both more likely to participate, and are more easily assessed as teachers or student leaders facilitate discussions, lessons, presentations, etc. While prompts should aim to have multiple entry points so that all students engage, it is crucial to support students in maintaining high expectations for academically rigorous discussions. The most effective discussion groups have a system for engaging and assessing all the students in each group. The development of task specific rubrics is not only a good practice, but a great way to determine how well students are able to discern high-quality work from mediocre.

Teachers: Designate an Area to Post

Announcements, Due Dates, Extra Credit Assignments,

and other Messages.

24

There should be a designated section of the board or an area in which chart paper displays past, present and future homework assignments, upcoming assessments, student of the week nominations, games, and other class or school announcements.

Keeping a

Collection of DataDuring the year each teacher will be collecting student achievement data in two areas. First, teacher teams will sift through data across grade levels and select target populations. Then they will design and implement strategies, collecting data as they go and making the necessary adjustments or changing strategies completely. Following the same structure, each teacher will create an individual inquiry project and use benchmark assessments to track results.

Presentation of CurriculaSection two of the teaching portfolio is a place for teachers to showcase the development of their curricula. At the Preparatory Academy for Writers teachers pull from many different resources and continuously adjust, revise, and ultimately improve the quality of instruction that we provide to our students. The teaching portfolio is a not just a place to store our syllabi, unit overviews and lesson plans, but a place to showcase our hard work.

Student work is the best evidence of a teacher’s ability to improve student outcomes. Specific, actionable, feedback and evidence of follow-up are crucial.Other evidence of School, Grade Level, and Individual Teaching GoalsThe final section of the teaching portfolio is a catch-all for phone logs, sign-in sheets, PD agendas, and other artifacts that a teacher may collect as evidence of their professionalism.

Teachers meet individually with administration twice during the year. These Scholarship Conferences take place in January and June and allow teachers to demonstrate planning and

25

2 more Regents Required for Promotion: English plus a 2nd Math, Science or Social Studies Regents

2 Regents Required for Promotion: Living Environment, CC Algebra

Summer SchoolStudents who are unable to meet requirements for promotion at the end of the school year will be mandated to attend summer school. For high school classes that culminate in a Regents exam, students in summer school must pass the August Regents exam in order to receive credit.

preparation as well as student achievement data that might not otherwise be connected to a teacher’s evaluation.

Promotional CriteriaIn order to be promoted to the next grade in June a student must meet the following expectations:

6th - 7th 1. Be proficient in both ELA and Math State exams2. Pass all core classes (ELA, Math, Science, Social Studies every trimester or have a cumulative average of 75 for all three trimesters. 3. Score on grade level on benchmark assessments (I-ready and/or mid-term and final exams) in all subjects (ELA, Math, Science, Social Studies). 4. Document in RNEs a minimum of 3,500 pages.

8th 1. Pass Algebra I CC, US History and Science Regents2. Pass all core classes (ELA, Math, Science, Social Studies every trimester or have a cumulative average of 75 for all three trimesters. 3. Score on grade level on benchmark assessments (i-ready and/or mid-term and final exams) in all subjects (ELA, Math, Science, Social Studies). 4. Document in RNEs a minimum of 4,000 pages.

9th 10+ credits in core classes (Math, Science, English, S.Studies, Spanish) + 2.16 electives and/or PE for a total of 11.16 credits

10th 10+ credits in core classes+ 2.16 electives and/or PE + 1 credit in Health for a total of 23.32 credits

11th 10+ credits in core classes + 2.16 electives and PE for a total of 34.48 credits

HS DIPLOMA REQUIREMENTSNew York State requires 44 credits in prescribed areas of study as shown on the following tables:

SUBJECTCREDITS

(Regents Diploma)CREDITS

(Advanced Regents Diploma)

English 8

8

Social Studies:US History (2)

Global History (4)

8 8

1 Additional Regents Required for Promotion: Global History

*Although high school graduation requires 6 credits, many colleges require 8 credits.

26

“Requirements”

Economics (1)Government (1)

Science 6/8* 6/8*Mathematics 6/8* 6/8*

Foreign Language 2 6Art 2 2

Physical EducationHealth Education

4 (7 terms)1

4 (7 terms)1

Electives 7 3TOTALS 44 44

Regents Exam Regents Diploma Advanced Regents Diploma

CC English Required RequiredSocial Studies: US History Global History

1 Required Both Required

Science: Earth Science Living Environment Chemistry

1 Required1 Physical Science (Earth Sci.

or Chem.) and Living Environment Required

Mathematics: Algebra Geometry Algebra II/Trig

1 Required All 3 Required

Foreign Language Not Required LOTE RequiredPlus 1 Regents in math, science or social studies

TOTALS 5 8 + LOTEAchieving MasteryStudents are asked to strive for scores no less than an 85. This score is needed to demonstrate mastery in a content area and can often be used to skip introductory level college classes. Students who graduate with 85s on three math or three science Regents will graduate “with Mastery” and will receive special recognition on his/her diploma and during the graduation ceremony.

is a term that connotes low expectations, or the bare minimum. At Writers we do not believe that our job is done when our students meets graduation requirements, regardless of whether that happens in the middle of a student’s junior or senior year.

PAW Programming Policies:1. PAW students will be programmed with the courses needed in order

to pursue an Advanced Regents diploma.

27

2. PAW students must always have an English and math class on their programs, regardless of whether or not graduation requirements have been met.

3. PAW students will be programmed to take the Regents exam in English until they have achieved a score of 75.

4. PAW students will be programmed to take Regents exams in math until they have achieved a score of 70 on the Algebra Common Core.

GRADUATION (and Moving-Up) CEREMONY Only 12th grade students, who have successfully completed the requirements for a high school diploma, including courses and standardized tests, will be permitted to participate in the graduation ceremony. Similarly, only those 8th grade students who have met the promotional criteria at the end of the 3rd term will be able to participate in 8th grade moving-up ceremony.

CLASS RANKING In order to provide college admission offices with required information concerning your performance, as compared to other students in the class, all students are ranked after the second term of their senior year, based on a numerical average. The ranking grows out of work in the first three and a half years of high school (grades 9, 10, 11, and the first term of 12th grade) including summer school. All subjects, except physical education, are included in the ranking. Honors and AP classes are weighted at a higher value. Many colleges will re-rank students or recalculate averages to serve their own purpose. For admission to City University, the only subjects averaged are Regents level courses in: English, social studies, science, foreign language, math and the highest grades in the student’s 1st year of music and art. This average is known as the College Preparatory Index (CPI.) Students ranked 1 and 2 in their class will be named valedictorian and salutatorian, respectively. Students who have committed acts of academic misconduct as described on page 10 of this handbook will not be eligible to receive this honor.

28

AppendixI. 2017-2018 Master Schedule

II. 2017-2018 School Calendar

III. Unit Overview Template

IV. Unit Plan Checklist/Rubric

V. Protocols

a. Student Work Protocol

b. Unit Overview Tuning Protocol

VI. Suggested Rotation Lesson Plan Template

VII. Classroom Environment Checklist/Rubric

VIII. Mid-Year Scholarship Conference Checklist

IX. PAW Goal Setting Template

X. P.R.I.D.E. form

XI. Chancellors Regulations

a. A-420 Corporal Punishment

b. A-421 Verbal Abuse

c. A-830 Anti-discrimination Policy

d. A-750 Child Abuse and Mandated Reporting

e. A-755 Suicide Prevention/Intervention

f. C-105 Pedagogical Personnel

29

XII. Field Trips 2017 – 2018, Trip Plan Request, Yellow Bus Request, Permission

Slip

XIII. Collecting Monies/Depositing Monies/Requesting Check

XIV. Community Service Hours

XV. Student Removal Form

XVI. Readers Notebook Entry Handout/Rubric

XVII. PAW Journal Writing Rubric

2017-2018 Preparatory Academy for Writers Master Schedule

1 2 3 4T.H. (5)

Lunch (6)

7 8

601P.E. (3 days)

Gym 4 Buchner

and Theater Arts (2 days) Novak B5

Humanities: Geography, Identity and Empathy

Dandridge Tyne

Rm 112

Advisory:P.R.I.D.E.Chosam Rm 122

Math and Science: Patterns, Formulas, and Machines

Kimkoski VickersRm 117

602 Math and Science:Kimkoski Rm 117

DanceGonzoloRm 117

HumanitiesDandridge Rm 112

701

Algebra CC Year 1 of 2

Mr. E VickersRm 121

P.E. (4 days)Esses

Gym 4and

Advisory(1)Gallagher Rm

102B

Science: Measurement, Predictions andData Analysis

Mr. E VickersRm 121

U.S. History 1: From Many

OriginsArdolina

TyneRm 120

Humanities: Community, Culture, and Country

Urena Caccavo Rm 123

702U.S.History 1

Ardolina Rm 120

HumanitiesUrena Rm 123

Algebra CCMr. E Rm 121

Science:Mr. E Rm

121

703

Humanities: Community, Culture, and

CountryLee Rm 116

Humanities: Community, Culture, and

CountryLee Rm 116

P.E. (3 days)Esses

Gonzolo ESci Lab

and AdvisoryAdmin Rm

102B

Earth SciZajac

Rm 105

U.S. History 1: From Many

OriginsArdolina Rm 120

Algebra CC Terms 1-3

VacancyRm 114

801

M, T, ThEarth Sci

ZajacRm 105

Earth SciZajac

VacancyRm 105

Humanities: American IdentitiesDandridge CaccavoRm 112


VacancyBarkerRm 114

U.S.History2: A

Sci-Fi/Historical Fiction

NovelArdolina

Tyne Rm 120

WChan

FSpanishDiNomeRm 122

6-8 SC

Core ScienceCaccavoRm 142

HumanitiesCaccavoRm 142

P.E. (4 days) and

AdvisoryAdmin Rm

102B

Core Math VickersRm 142

U.S.HistoryCrossen Rm 142

Reading Chosam

Room 122Astronomy

HeilbrunnRoom 142

9th Living Env English1-3: Algebra CC P.E. (3 days) Spanish 1-2 Global 1-2 +

R

RR

30

grade

SinghVacancyRm 110

The Most Influential

Texts in the History of the

WorldChosam

McmanusRm 122

Terms 1-3VacancyBarkerRm 114

BuchnerEsses

Liv Env Lab Heilbrunn

and AdvisoryGallagher Rm

102B

+ SSt/CC elct.History/Culture

DiNome Rm 122A

SSt/CC elct.Hershkowitz

CrossenRm 109


Rathjen

Spanish 1,2,3

DiNome Rm 122A

Living EnvSingh

Rm 110Global 1-3Hershkowitz

Rm 109

English1-3:Lee

Rm 116

Global 1-3 MondelloRm 134

Living EnvSingh

Rm 110

Spanish 1,2,3

DiNome Rm 122A

English1-3:Lee

Rm 116

GeometryBoglerRm 136

10th

grade

Global 1-2 + SSt/CC elct.

CrossenHershkowitz

Rm 109

Algebra CC Terms 3-4+

VacancyBarkerRm 114

English4-6:The Most Influential

Texts of Your Life

ChosamMcmanusRm 122

Spanish History/Culture

DiNomeRm 122A

Liv Env Lab 1d/wRoom 110

P.E. (3 days)EssesGonzo

Buchner Lab and Advisory

Gallagher Rm 102B

HealthHeilbrunn Rm 110

Living EnvSingh

VacancyRm 110

AstronomyHeilbrunnRm 102B

Alg 3of 4 /Geom 1, 2

BoglerRm 136

Spanish 3,4,5 RiveroRm 109

English 4-6:The Most

Influential Texts of Your Life

GranadosRm 138

Global 1-3MondelloRm 109

AP Language and Comp.

GranadosRm 138

ChemistryColquhoun

Rm 103

Geometry 1-3

BoglerRm 136

Global 1-3 MondelloRm 134


11th

grade

Geometry 3,4

BoglerBarkerRm 136

Global 3,4 + SSt/CC elct.

CrossenHershkowitz

Rm 109

Video Pro 201:

Intermediate to Advanced Videography

Novak Mr. Chris

Rm B5

English 7,8 +CW Elect.

TelloMcManusRm 125

Earth SciZajac

VacancyRm 105

P.E. (3 days)Buchner/Gonzo

Lab and AdvisoryGallagher Rm 102B

Algebra2SerretteRm 100


Global 3,4 + SSt/CC elct.Mondello

Rm 134

ChemistryColquhoun

Rm 103P.E. (3 days)



TelloRm 125

AP BiologyYr 1 of 2

ColquhounRm 103


AP Lit.Tello

Rm 125

AP European History

HershkowitzRm 109


P.E. (3 days)Buchner/Gonzo


12th

grade Gov/EconSpanbockAdvisory

ChanRm 124

Video Pro 101:

Intro to Videography

NovakMr. Chris

Rm B5

College Ready

Alg2/trigBehr

Rm 120

Gov/EconSpanbockAdvisory

ChanRm 124

PAW Production (Elect or English 7,8)

TelloRm 125

JournalismCharlesRm 122


ChanRm 124


Spanish 6,7,8RiveroRm 130

Video Pro 201: Intermediate to

Advanced Videography

Novak Mr. Chris


GranadosRm 138

R

R

R

R

RR

R

R

RR RR

R

R

R

R R R R

RRR

R R

R R

R

R R

RR

R

31

Rm B5

Theater Arts TAs

6 students Novak

Mr. ChrisRm B5


ChanRm 124

Algebra2Math Elective: The Student Store and Student Council

SerretteRoom 100

Ink: Literary Magazine

Granados Rm 138

AP BiologyYr 1 of 2

ColquhounRm 103

TAs/ Com Service

PE Buchner (2)

Office - (3)Conference Room (2)

College Off(3)

PE Esses (2)Office - (3)Conference Room (2)

Advisory (1)College Off(3)

PE Esses (2)Office - (3)

Advisory (1)Behr (1)

PE Buchner (4)Office - (3)

Conf Room (2)Student Store (3)

Advisory (1)LE Lab Assnt(2)

PE Buchner (4)Office - (3)

Conf Room (2)Student Store (3)

Advisory (1)LE Lab Assnt(2)

Student Store (3)

Advisory (1)Senior

Committee (9)

APforAll

AP Lit.Tello

Rm 125

APforAll 12:59 – 1:44

AP StatisticsSerretteRm 100

AP Calculus(QPA)

AP Lang (Carver)

AP Biology(Exc

SETTS

6th and 9th grade SETTSDavis

Rm 124

10th and 11th grade SETTS

McManusRm 124

R = Students in this course are expected to take and pass the Regents examR = Students in this course are given opportunities to demonstrate readiness and take the Regents, but are programmed to allow for a two year sequence in the course.R = Students in this course receive support and are programmed to retake a Regents in order to earn College Readiness

Teacher Schedules by DepartmentAdvisory Gallagher Room 102B

1st 2nd 3rd 4th TH/lunch 7th 8th

701/70212 students

Lunch 9th grade22 students

C6: Assignment

TBD

10th and 11th

graders in Chem27 students

11th graders in ES or AP Bio

14 students

M T W T FAnd/Singh/Tidg

703/801/SC12 students


12th Grade Chan Tues

Rm 124

12th Grade Chan Tues

Rm 124

12th Grade Chan Thurs

Rm 124

12th Grade Chan Thurs

Rm 124

AIS, SETTS, IEP teacher Davis Room 1151st 2nd 3rd 4th TH/lunch 7th 8th

8th grade AIS 7th grade AISMon and Fri

Achieve AISTues,Wed,&Thur

6th - 9th gradeSETTS or AIS

5 students 3d/w LE Lab Mon,Fri

C6: Assignment

TBD?Lunch ESci Lab 1 day

12th grade AIS

RR

32

Theater Arts/Video Production Novak Room B51st 2nd 3rd 4th TH/lunch 7th 8th

6th grade Theater Arts

12 student groups A-F2x/week

+ 12th grade TAs for CR or Com

Service

Video Pro 101:Introduction to Videographyw/ Mr. Chris

Video Pro 201: Intermediate to Advanced Videographyw/ Mr. Chris

Lunch C6: Assignment TBD

Video Pro 201:

Intermediate to Advanced Videographyw/ Mr. Chris

M Tu W Th FA B C D FD F A B C

English Department6th and 8th Grade Humanities Dandridge Room 112


C6: Assignment TBD


601

Humanities: American Identities

801 W/ Caccavo

LunchHumanities: Geography,

Identity and Empathy602

7th grade Humanities Urena Room 1231st 2nd 3rd 4th TH/lunch 7th 8th

C6: Assignment TBD


702Lunch


701W/ Caccavo

7th grade Humanities Lee Room 1161st 2nd 3rd 4th TH/lunch 7th 8th


703Lunch

English1-3:The Most

Influential Texts in the History of

the World

English1-3:The Most


the World

7th and 9th grade Science, Humanities SC and ICT Caccavo Room 143


Science12:1:1

Rm 142

Humanities12:1:1

Rm 142Lunch

Humanities: American Identities

801W/ Dandridge

Rm 114

C6: Assignment

Student Store


701w/ UrenaRm 123

9th and 10th grade, 6th grade Advisory, Reading Chosam Room 122


English1-3: English 4-6: Advisory: Lunch C6: Assignment TBD

Reading

33

The Most Influential Texts in the History of

the World

The Most Influential

Literature on Your Life

P.R.I.D.E. Elective6-8 grade SC

9th and 10th grade ICT McManus Room 1221st 2nd 3rd 4th TH/lunch 7th 8th

C6: Assignment TBD

English1-3:The Most


the World

English 4-6:The Most Influential



w/TelloRoom 125

LunchSETTS

10th- 12th

grade

Journalism AP Charles Room 1151st 2nd 3rd 4th TH/lunch 7th 8th

PAW PrintCharlesRm 122

10th and 12th grade Granados Room 1381st 2nd 3rd 4th TH/lunch 7th 8th


10th gradeLunch

English 4-6:The Most Influential


C6: Assignment

TBD

Ink: Literary Magazine12th grade


12th grade

11th and 12th grade Tello-Lopez Room 1251st 2nd 3rd 4th TH/lunch 7th 8th

APforAll AP Literature8:10 – 8:55

12th grade

C6: Assignment TBD

AP Literature11th grade

English 7,8 +CW Elect.w/McManus Lunch

PAW Production

12th grade Elect or English 7,8


Math Department6th grade Math and Science Kimkowski Room 117



601Lunch

C6: Assignment

TBD


Vickers601

7th grade CC Algebra (year 1 of 2) and 7th grade Science Ebohmeilen Room 1211st 2nd 3rd 4th TH/lunch 7th 8th


Vickers701

C6: Assignment TBD


Vickers701

LunchAlgebra CC Year 1 of 2

702


702

7th grade CC Algebra (year 1 of 2) and 7th grade Science Vickers Room 1181st 2nd 3rd 4th TH/lunch 7th 8th


Ebho701

Rm 121

C6: Assignment TBD


Ebho701

Rm 121

Algebra CC Year 1 of 2Self-Contained

Rm 142

Lunch


Kimkoski601

Rm 117

R R

R

34

8th-10th grade CC Algebra Rathjen Room 1141st 2nd 3rd 4th TH/lunch 7th 8th


9th grade

Algebra CC Terms 3,4+

Barker10th grade


Barker9th grade

LunchC6:

Assignment TBD


9th grade

Geometry Bogler Room 1361st 2nd 3rd 4th TH/lunch 7th 8th

Geometry 3,4

BoglerBarker

11th grade

Geometry 1-3

10th grade

Geometry 1-3

10th grade LunchC6:

Assignment TBD

Geometry 1-2+

9th grade

Alg2 Trig, AP Statistics Serrette Room 1001st 2nd 3rd 4th TH/lunch 7th 8th

Alg2 Trig1-3

11th grade

Alg2 Trig1-3

11th grade

Alg2 Trig1-3

12th grade

Alg2 Trig1-3 or Math

Elective12th grade

LunchAP Stats.AP for All12th grade

C6: Assignment TBD

Algebra, Geometry ICT Barker Room 1181st 2nd 3rd 4th TH/lunch 7th 8th

Geometry 3,4+

11th grade w/ BoglerRm 136

Algebra CC Terms 3-4+

10th gradew/ Rathjen

Rm 114


9th gradew/ Rathjen

Rm 114

LunchMon, Wed, Fri

C6: UFT Tues, Thurs

LunchTues, Thurs

C6: UFT Mon, Wed, Fri


9th gradew/ Rathjen

Rm 114

College Ready Alg2/Trig AP Behr Room 102C1st 2nd 3rd 4th TH/lunch 7th 8th

Alg2 Trig1-3

12th gradeRoom 120

Physical Ed. Department

Phys. Ed. Buchner Gym1st 2nd 3rd 4th TH/lunch 7th 8th

6th grade 9th grade 10th-11th 11th- 12th

Phys. Ed. Esses Gym1st 2nd 3rd 4th TH/lunch 7th 8th

7th Grade 7th/8th Grade 9th grade 10th-11th

Phys. Ed. Gonzalo/Caraballo Gym1st 2nd 3rd 4th TH/lunch 7th 8th

R RR R

RR R R

R R

RR RR

R

35

6th grade 9th grade 10th-11th 11th- 12th

Science Department

Earth Science Zajac Room 1051st 2nd 3rd 4th TH/lunch 7th 8th

Earth Sci801

M, T, TH

Earth Sciw/Vacancy

801

Lab801 Tues Earth Sci

703

C6: Assignment

TBD

Earth Sciw/ Vacancy

11th grade

Lab11th grade Th

Living Environment Singh Room 1101st 2nd 3rd 4th TH/lunch 7th 8th

Living Env1-3

w/ Kelly9th grade

Living Env1-3

9th grade

Living Env1-3

9th gradeLunch

C6: Assignment

TBD

Living Env1-3

w/ Kelly10th grade

Chemistry, AP Biology Colquhoun Room 1031st 2nd 3rd 4th TH/lunch 7th 8th

AP BiologyYr 1 of 211th grade

ChemistryTerms 1-310th grade

Lunch ChemistryTerms 1-311th grade

C6: Assignment

TBD

Labs11th grade Tues10th grade Thurs

AP BiologyYr 2 of 212th grade

Living Env, Earth Sci ICT Vacancy Room 1181st 2nd 3rd 4th TH/lunch 7th 8th

Living Env1-3

w/ SinghRoom 109

Earth Sciw/VacancyRoom 105

LunchC6:

Assignment TBD

Earth Sciw/Vacancy11th gradeRm 105

Living Env1-3

w/ SinghRoom 109

Astronomy, Liv Environ Lab, Health Heilbrunn Room 103P1st 2nd 3rd 4th TH/lunch 7th 8th

Astronomy10th grade Rm 102B

C6: Assignment TBD

LabM, Tu, Th, Friw/Davis M,F

Rm 110

Lunch

Health & Wellness10th grade Rm 110

Astronomy1-2 students

Rm 142

Spanish

Spanish years 1 and 2 DiNome Room 122A1st 2nd 3rd 4th TH/lunch 7th 8th

Spanish 801

Fridays

Spanish 1,2,3 9th grade

Spanish 1,2,3 9th grade

Spanish 1,2 History/Culture

10th gradeRoom 122AM, T,W, Th

Lunch

Spanish 1-2 + SSt/CC elct.History/Culture

9th grade

Spanish 3,4,5

10th grade

Spanish Years 3 and 4 Rivero Room 130

RR

R RR R

R R

R R

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Spanish 6,7,8

11th grade

Spanish 3,4,5 10th gradeRoom 130

Spanish 6,7,8+

12th gradeLunch

Spanish 6,7,8

11th grade

C6: Assignment TBD

Social Studies7th and 8th grade US History Ardolina Room 120


U.S. History 1: From

Many OriginsArdolina

702

C6: Assignment TBD



Tyne701

Lunch



703

U.S.History 2:A


NovelTyne801

7th & 8th grade US History ICT, 6th grade Humanities Tyne Room 1181st 2nd 3rd 4th TH/lunch 7th 8th


w/ Dandridge 601

Rm 112


Many Originsw/ Ardolina

701Room 120

Lunch C6: Assignment TBD

U.S.History 2:A


NovelArdolina

801Room 120

Global History, ICT Crossen Room 1181st 2nd 3rd 4th TH/lunch 7th 8th

Global 1-2 + SSt/CC elct.Hershkowitz

Rm 10910th grade


w/HershkowitzRm 109

Prep. LunchC6:

Assignment TBD


Many OriginsSC

Room 142

Global 1-2 + SSt/CC elct.Hershkowitz

Rm 109

Global History ICT, AP Euro Hershkowitz Room 1091st 2nd 3rd 4th TH/lunch 7th 8th

Global 1-2 + SSt/CC elct.w/Crossen

Rm 109

Global 3,4 + SSt/CC elct.w/ Crossen

Rm 109C6: Assignment

TBD

AP European History

(in leu of Global 3,4)Hershkowitz

Rm 109

Lunch

Global 1-3 9th grade Global 1-2 +

SSt/CC elct.w/ Crossen

Rm 109

Global History Mondello Room 1341st 2nd 3rd 4th TH/lunch 7th 8th

Global 1-39th grade


Rm 109

Global 1-310th grade

C6: Assignment

TBDLunch

Global 1-3 10th grade

Global History ICT, AP Euro Spanbock Room 109 *Extra Class via Achieve Grant $


R

R

R

R R

R RRR

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Gov/Econ+College/C12th grade




Lunch AchieveNow Academy

C6: Assignment TBD

38

The Preparatory cademy For Writers: A College Board School

Unit Plan Checklisto Units are linked to State and Common Core Standards.

o Essential Question(s) are thought-provoking and designed to aide students in uncovering enduring understandings.

o General Description of Unit includes texts, resources and rational.

o Formative Assessments are linked to standards and summative assessment.

o Description of Summative Assessment is included.

o Rubric for Summative Assessment is attached.

o Strategies for Differentiation are listed in the teaching plan.

Unit Plan RubricEmerging Applying Integrating Innovating

Enduring Understanding and Essential

Questions

Enduring understanding(s) and essential question(s) are included, but do not involve big ideas that give meaning to factual content.

Enduring understanding(s) and essential question(s) are included, involve big ideas but both could be revised to become more accessible to students.

Enduring understanding(s) and essential question(s) are included, involve big ideas but one could be revised to become more accessible to students.

Enduring understanding(s) and essential question(s) are included, involve big ideas, and are well designed in order to uncover and lead to understanding of key concepts.

Content

Only some key facts, formulas, definitions, and other aspects of content are included.

Many facts, formulas, definitions, etc. are included, but should be edited to include only key terms.

Most key facts, formulas, definitions, and other aspects of content are included.

All key facts, formulas, definitions, and other aspects of content are included.

Skills

Several key skills are listed, however some skills are not assessable measures of what students will be able to do.

Some key skills are listed, are assessable measures of what students will be able to do, but are not aligned to formative and summative assessments.

Most key skills are listed, are assessable measures of what students will be able to do, but are not all aligned to formative and summative assessments.

All key skills are listed, are assessable measures of what students will be able to do, and are aligned to formative and summative assessments.

Description of Assessments

There are no descriptions of summative assessment(s).

There are only brief descriptions and/or a list of summative assessment(s).

Descriptions of summative assessment(s) are detailed enough for observing teachers to provide useful feedback.

Descriptions of summative authentic assessment(s) are detailed enough for observing teachers to provide useful feedback.

44

Preparatory Academy for WritersStudent Work Protocol

Step 1: Presentation (5min)- Presenter provides an explanation of their authentic assessment.

Step 2: Clarifying Questions (5 Min)- Participants ask any questions they may have about the assessment.

Step 3: Feedback Individual (3 Min): Participants independently assess the task

using the essential elements of authentic assessments rubric.

Consensus (5 Min): Participants use their individual feedback to facilitate discussion and reach consensus on the rubric.

Next Steps (5 Min): Participants design actionable feedback

for the presenter.

Step 4: Presenter Reflection (3 Min)- Presenter reflects on participants’ feedback and considers next steps.

45

The Department of Education of the City of New York The Preparatory cademy For Writers: A College Board School

Classroom Environment Checklisto Mission Statement is posted on the door.

o Hall Pass & Late Log Binder is accessible and consistently used

o Journals are organized by class and are used daily.

o Student Folders contain formative and summative unit assessments.

o Classroom Rules, Roles and Responsibilities are posted.

o Class Syllabus with grading policy and scope and sequence is posted.

o Procedures are in place for passing out journals, collecting homework, issuing hall passes, using computers, checking out books and other resources, etc.

o Unit Overviews are posted near the door and are updated to reflect completion of formative and summative assessments and due dates.

Classroom Environment RubricEmerging Applying Integrating Innovating

Classroom Procedures

Written procedures are posted for some classroom operations. There is no list of student monitors posted.

Written procedures are posted for most classroom operations. A list of student monitors is posted.

Clear written procedures are posted for many classroom operations. A list of student monitors is posted and updated regularly.

Clear written procedures are posted for all classroom operations. A comprehensive list of student monitors is posted and updated regularly.

Organization and Appearance

The room is drab and somewhat cluttered. Journals, student work, folders, resources, etc. are either missing or are not clearly labeled.

The room is either drab or somewhat cluttered. Journals, student work, folders, resources, etc. are either missing or are not clearly labeled.

The room is somewhat welcoming, and well organized. Journals, student work, folders, resources, etc. are clearly labeled.

The room is very clean, welcoming, and well organized. Journals, student work, folders, resources, etc. are all clearly labeled.

Room Set-Up The room lacks a system of organization. It is either cluttered or missing several elements listed in

The room has a system of organization. However, it is either cluttered or missing two elements listed

The room has a system of organization. However, it is missing one of the elements listed in the

The room has a clear system of organization. It contains all of the elements listed in the checklist above.

49

Section Two: Instruction/Danielson

Examples :( any evidence to support your goal)Unit Packets

(Please include examples of student work at a range of levels for each unit.)

Observation Reports

Examples of Lesson Plans and supporting handouts, worksheets, rubrics, etc.

the checklist above. in the checklist above. checklist above.

Student Work

There are very few examples of student work posted in the room. Folders and journals do not provide evidence that students are regularly engaged in rigorous work.

There are few examples of high-quality student work posted in the room. Folders and journals provide limited evidence that students are regularly engaged in rigorous work.

There are some examples of high-quality student work posted in the room. Folders and journals provide adequate evidence that students are regularly engaged in rigorous work.

There are many examples of high-quality student work posted in the room. Folders and journals provide abundant evidence that students are regularly engaged in rigorous work.

Why have scholarship Conferences?

The mid-year scholarship Conferences are an opportunity for Us to look back at the first half of the year, analyze our data, organize ourselves and to make adjustmentsbefore moving forward. It is an important tool for our teachers to develop professionally and for the school to improve and align its instructional practices.

The best educators are constantly gathering data that they use to measure their students’ progress and modify their own practices. It is important to know your students’ academic history, to look closely at their performance in yourclass, and to measure their progress toward important State exams.

Those who fail to plan, plan to fail.For the most successful educators, much of the work that goes into teaching takes place before a single student enters the room. Curriculummaps ensure that key areas are covered. Unit plans allow us to teach with the end in mind and well-written

Teaching Portfolios: Mid-Year Scholarship Conferences

Section One: Student Achievement Data

Examples :( any evidence to support your goal)Student Reports(Identify students in lowest 1/3rd, students w/ IEPs, ELLs, and student deciles)

Current Skedula Gradebooks

Results of First and Second Benchmark Assessments- Skill analysis by class (Completed by teacher)- Student performance across assessments

Teaching Portfolios: Mid-Year Scholarship Conferences

Section Three: Professional Responsibilities

Examples :( any evidence to support your goal)

Outside PD agendas, evidence of action research (Grade Team/Department Inquiry), planned field trip itineraries, etc.…

50

lesson plans ensure that learning isscaffolded for all levels academic readiness.

Student work provides evidence oflearning as well as clues that help us to better understand our students.The quality of work we ask our students to produce dictates their level of understanding.

The Department of Education of the City of New York Preparatory Academy for Writers

143-10 Springfield Boulevard, Springfield Gardens, NY 11413

Phone: 718/949-8405 Fax: 718/525-8495 Charles Anderson, Principal Christopher Tidridge, Mahendra Singh, Jessica Behr, Michele Charles Assistant Principal Assistant Principal Assistant Principal Assistant Principal

P.A.W.’s Goals for 2017-2018School-wide Goals

Grade Level Passing Rate GoalsThe passing rates will reflect the percentage of students passing all classes.

6th grade 7th grade 8th grade 9th grade 10th grade 11th grade 12th gradeOverall

Lowest 1/3

Teacher Team GoalsData Goal: ________________________________________________________________________________________________________________________________________________________________________________________________

Instructional Goal: ________________________________________________________________________________________________________________________________________________________________________________________________

Section Three: Professional Responsibilities

Examples :( any evidence to support your goal)

Outside PD agendas, evidence of action research (Grade Team/Department Inquiry), planned field trip itineraries, etc.…

51

Individual Teacher Goals

Danielson Goal: ___________________________________________________________________________________________________________________________________

Professional Goal: _________________________________________________________________________________________________________________________________

Data Goal: _______________________________________________________________________________________________________________________________________

52

http://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420.pdf

54

http://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420.pdf

http://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421.pdf

55

http://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421.pdf

http://schools.nyc.gov/NR/rdonlyres/B5924420-C861-41DB-A586-DCF899060B29/0/A830.pdf

http://schools.nyc.gov/NR/rdonlyres/24F952FD-B94E-4852-A935-D042E65F5B26/97056/A7501202011FINAL.pdf

56


http://schools.nyc.gov/NR/rdonlyres/B5924420-C861-41DB-A586-DCF899060B29/0/A830.pdf


http://docs.nycenet.edu/docushare/dsweb/Get/Document-55/C-105.pdf

58

http://docs.nycenet.edu/docushare/dsweb/Get/Document-55/C-105.pdf


YELLOW BUS REQUEST

DATE OF TRIP: _______________________________________

PICK UP INFORMATION__ AT SCHOOL__ AT FIELD TRIP LOCATION

DESTINATION INFORMATION__ SCHOOL__ FIELD TRIP LOCATION

FIELD TRIP LOCATION BOROUGH: __Q __ BX __ M __ BK __ SI

FIELD TRIP LOCATION NAME:_________________________________________

FIELD TRIP LOCATION ADDRESS (including zip code):____________________________________________________________________________________________________________________________________________

61

RIDERSHIP INFORMATION__ GENERAL ED__ SPECIAL ED__ BOTH

NUMBER OF GENERAL ED. STUDENTS: ____________

NUMBER OF SPECIAL ED. STUDENTS: ____________

NUMBER OF ADULTS: _____________

TIME OF DEPARTURE: ____________ (CANNOT BE BEFORE 9:30 AM)

TIME OF RETURN: _____________ (MUST BE BACK TO SCHOOL BY 1:30 PM)

62

Independent Reading

69

Readers Notebook Entry Rubric

Level 4 Level 3 Level 2 Level 1Pages

More than 30 pages read 26-30 pages read 20-25 pages read Fewer than 20

pages read

Notes More than five (5) properly

labeled quotes and notes

Five (5) properly labeled quotes

and notes

Four (4) properly labeled quotes

and notes

Fewer than 4 properly labeled quotes and notes

Depth of Thinking

Hmmm.Uses a variety of analytical skills, making varied

connections and drawing

conclusions re. author’s purpose

Okay.Only some notes demonstrate deep thinking, original

thoughts and quality writing.

Duhh…Attempts critical

thinking but notes are

predominantly superficial and

lack depth.

Huhh?The notes suggest

confusion or incomplete

understanding

Find time to read! Remember, Writers students are required to read over 4,000 pages a year!

P.A.W. Model Writing Rubric

70

Above Expectation4

Meets Expectation3

Approaching Expectation2

Below Expectation1

Meaning Thoroughly and completely addresses all parts of the prompt.

Addresses all parts of the prompt

Addresses most parts of the prompt

Does not address the prompt

Organization Establishes and maintains a clear focus throughout the piece

Sequences ideas to add to overall meaning

Transitions and paragraphs add to meaning

Establishes and maintains focus throughout the piece

Sequences ideas well Transitions and

paragraphs are used accurately

Establishes focus, maintains for most of piece

Ideas follow a sequence Attempts to use of

transitions and paragraphs

Lacks focus, ideas stray from main point

Sequence of ideas is unclear

Paragraphs and transitions lacking

Development Uses several specific and revenant examples to show/ support ideas

Makes insightful connections and between content and life

Uses examples to support ideas

Connects ideas to real life

Uses examples from the text/show to support ideas

Attempts to connect content to life

Examples are not specific or relevant to ideas, or lacking

Ideas not connected to life

Editing and Language

Word choice and descriptive language reflect writers intent (voice)

Varies sentence structure with purpose

Uses grade appropriate to add depth and meaning

Uses complex grammar Uses correct spelling

even for difficult words

Good word choice and descriptive language

Varies sentence structure

Uses grade appropriate vocabulary

Uses grade appropriate grammar

Uses mostly correct spelling

Word choice and descriptive language approximate writers intent (voice)

Attempts varied sentence structure

Attempts diverse vocabulary

Uses mostly correct grammar

Spelling mostly correct

Word choice generic, descriptive language limited or lacking

Sentence structure repetitive

Uses vocabulary below grade level

Grammar inaccurate Several spelling

errors

71

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