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Pathways2Teaching

Curriculum EssentialsDocument

Boulder Valley School DistrictDepartment of Curriculum and Instruction

December 2015

Pathways 2 Teaching OverviewCourse Title: UEDU 1930 Introduction to Urban Education: Pathways2Teaching

Credit: (3)

Course Description

This course examines the sociological issues related to urban schools, communities, and teaching and provides an overview of such topics as school culture, diversity, ethnicity, and social realities in American schools. Students will critically examine current education issues that affect their lives, their local community, and P-12 classrooms throughout the state and the country. Throughout this course we will examine achievement data (local, state and national) by gender, race, ethnicity, English language proficiency, and program type (gifted/ talented, special education, honors, Advanced Placement, etc.) and use this analysis to generate questions, offer solutions, and engage in critical dialogue about educational inequalities and educational justice. Ultimately, the purpose of this course is twofold: First, the course is designed to encourage high school students to consider teaching and related fields as a viable and important career choice. The course is also designed to provide students with “college knowledge”. That is, students will: a) gain an appreciation of the importance of academic success; b) be provided with supports and mentors to help achieve greater academic success; and c) gain an understanding of how to navigate the college and scholarship search and application process – including information for students who will be applying as international students.

Topics at a Glance

Why Teach? What is Effective teaching? What is Teaching for Social Justice and Equity?

Assessments

Students will create a portfolio containing the following completed materials:Requirement Possible PointsUsing the CollegeinColorado website[https://secure.collegeincolorado.org/Default.aspx ] and other available resources, conduct online research of at least 3 postsecondary institutions of interest and complete the college comparison worksheet

10

Write one or more college application essay(s) using the common application essay prompts-

10

Apply to one or more colleges (for seniors) before the due date 10Field Trip / College visit reflection paper 10Participate in the course field experience and maintain a reflection journal detailing your experiences

25

4 essays on various topics related to urban schools and education (you will select your best 4 essays to put in your portfolio)

40 (10 each)

Research paper on urban education topic and Presentation of Learning [present your findings to an authentic audience – either parents, students, teachers, etc]

Paper / 25Presentation / 15

Local Education Conference Participation and Reflection Participation /10Reflection / 10

5/8/2023 BVSD Curriculum Essentials 2

https://secure.collegeincolorado.org/Default.aspx

Guest Speaker (via Skype) & Visiting Scholars Participation: For each guest speaker, you will a) read and respond to an assigned article (either written by guest speaker or another suggested reading), b) develop interview questions, actively participate in interview, and take notes on the day of the speaking event.

10

Weekly attendance and active participation in classroom writing activities and discussions

40

Total 215

Evaluation / Grading 90-100%=A 80-89%=B 70-79%=C 60-69%=D Below 60%=F

Effective components of a BVSD High School Elective Class

Common Core State Standards Activities to meet and demonstrate

proficiency of standard

Product

CCSS.ELA-LITERACY.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Academic vocabulary

Close reading of articles and textbooks

Use of academic vocabulary in 10-page research paper

Key Ideas and Details:CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

1. Internet research2. Use of Databases3. Determining validity

APA reference list for a 10-page research paper.

CCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

1. Summarizing2. Paraphrasing3. Annotating

Literature review for the 10-page research paper

12+ response writings to peer-reviewed journal articles and chapters from books

CCSS.ELA-LITERACY.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Research and Reading about1.Sociology theory2. Systems theory3. Critical Race

Focus, introduction, historiography sections of the 10-page research paper


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Theory4. power and privilege

Craft and Structure:CCSS.ELA-LITERACY.RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

1. Context clues2. Historical referencing3. Close reads

Student academic dictionary

10-page research paper

MC academic vocabulary quizzes

CCSS.ELA-LITERACY.RI.11-12.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

1. close reading2. Triangulation 3. argument analysis4. author bias / P.O.V.

Literature Review for the 10-page research paper

Short responses to journal articles

CCSS.ELA-LITERACY.RI.11-12.6Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Rhetorical analysis

Use of SOAPSTone

Literary analysis

Literature review

Conclusion

Conceptual Framework

Educational philosophy

Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Communications theory

Triangulation

Literature review

Annotations

CCSS.ELA-LITERACY.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Study of Case Law is integral in the study of the history of education

Legal Prose analysis

Persuasive writing analysis

Examination of the constitution, Bill of Rights, Supreme Court legal decisions

Case Law briefs

Annotations

Written responses

CCSS.ELA-LITERACY.RI.11-12.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of

Study of Case Law is integral in the study of the history of education

Case Law briefs

Annotations

Written responses








Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. Legal Prose

analysis

Persuasive writing analysis

Examination of the constitution, Bill of Rights, Supreme Court legal decisions

Text Types and Purposes:CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Position papers

Claim, data, warrant

Written responses

CCSS.ELA-LITERACY.W.11-12.1.AIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Argument writing

Analysis of rhetoric, evidence, POV

12+ reader response writings to argument writings

CCSS.ELA-LITERACY.W.11-12.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Argument writing

CCSS.ELA-LITERACY.W.11-12.1.CUse words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Triangulation

Use of transitions

Use of conjunctions

Organization of ideas to create cohesion

Written responses


CCSS.ELA-LITERACY.W.11-12.1.DEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

APA style

Voice

Style

Objective versus subjective

DataData collectionData interpretationWriting about data

Short writings

CCSS.ELA-LITERACY.W.11-12.1.EProvide a concluding statement or section that follows from and supports the argument presented.

1. Writing to Project2. Writing to Reflect 3. Summarize to conclude and move reader to change thinking.

Conclusion section of the 10-page research paper


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CCSS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Evaluate others’ writing

Synthesis ideas

CCSS.ELA-LITERACY.W.11-12.2.AIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

APA formalAPA style Introduction historiography literature reviewresearch questiondata collectiondata presentationconclusion reference list

Research paper

CCSS.ELA-LITERACY.W.11-12.2.BDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Electronic / internet searchTopic10 sourcesReview

Research paper

CCSS.ELA-LITERACY.W.11-12.2.CUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use of transitionsUse of conjunctionsTriangulationValidity

Research paper

CCSS.ELA-LITERACY.W.11-12.2.DUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CCSS.ELA-LITERACY.W.11-12.2.EEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Use of SOAPSTone

CCSS.ELA-LITERACY.W.11-12.2.FProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Conclusion

CCSS.ELA-LITERACY.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

HistoriographySummarizingParaphrasing Data reporting

CCSS.ELA-LITERACY.W.11-12.3.AEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Reading of peer-reviewed journal articles

Use of multiple sources of data

WritingShort responseExtended responseLiterature reviewConceptual Framework

CCSS.ELA-LITERACY.W.11-12.3.BUse narrative techniques, such as dialogue, pacing,

Narrations of research

Short responses





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description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Narrations of

past and current educational experiences of self and others

Extended responses

Historiographies Data

CCSS.ELA-LITERACY.W.11-12.3.CUse a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Growth Resolution

Research format with multiple sections that build upon each other

CCSS.ELA-LITERACY.W.11-12.3.DUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Use of academic language and vocabulary

CCSS.ELA-LITERACY.W.11-12.3.EProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Conclusion PurposeVoiceTone

Production and Distribution of Writing:CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

4 educational responses


CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 )

Work shoppingPeer reviewRevisioneditingProofreadingRereadingReflectionSentence structuretransistions

CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research paperWord DocumentsExcel SpreadsheetsAuraria Library DatabaseDPS LIONGoogle ScholarValid SourcesPeer Review

Research project

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,

Identification of topicProblem statementResearch Question

Research project









demonstrating understanding of the subject under investigation.

Search of extant research

CCSS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Use of InternetValidity Research of author(s)Analysis of author position

CCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

ReadingAnnotatingParaphrasingSummarizing

Annotations

Short responses

Research paper CCSS.ELA-LITERACY.W.11-12.9.AApply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").

Students will read nonfiction pieces of literature as well as fiction pieces to get a well rounded understanding including multiple society voices and perspectives

Kindred by Octavia Butler

Teaching to Transgress by bell hooks

Slave Narratives by Fredrick Douglass

Drink Cultura CCSS.ELA-LITERACY.W.11-12.9.BApply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").

DittoJohn Dewey

Horace Mann

Duncan-Andrade

Range of Writing:CCSS.ELA-LITERACY.W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing daily Field Experience reflection Journals

Response Writing

Annotations

Research paper

Comprehension and Collaboration:CCSS.ELA-LITERACY.SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Class discussionsSocratic SeminarsFish Bowl Think- Pair-ShareWhip-around


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Small group discussion

CCSS.ELA-LITERACY.SL.11-12.1.ACome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Class discussionsSocratic SeminarsFish Bowl Think- Pair-ShareWhip-aroundSmall group discussion

CCSS.ELA-LITERACY.SL.11-12.1.BWork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Work shoppingDiscussionPresentations

Collaborative groups

CCSS.ELA-LITERACY.SL.11-12.1.CPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Class discussionsSocratic SeminarsFish Bowl Think- Pair-ShareWhip-aroundSmall group discussion

Speaking ListeningSharingProviding evidence

CCSS.ELA-LITERACY.SL.11-12.1.DRespond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Argument writingConcessionRefutation

Argument writing

CCSS.ELA-LITERACY.SL.11-12.2Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

NewspaperLive newscastsExpertOpEdCurrent researchOlder researchVarying types of data

Literature review

All readings across two semesters

CCSS.ELA-LITERACY.SL.11-12.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SOAPSTone

Compare and contract many pieces written for varying purposes

Short and extended responses

Research paper

Presentation of Knowledge and Ideas:CCSS.ELA-LITERACY.SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CoherenceTransitionsPOVToneTopic SentencesThesis

CCSS.ELA-LITERACY.SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,

Research Fair

Class presentations






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reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.6Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Use of SOAPSTone with a focus on Occasion

Class activities

Literature review

Fishbowl Activities Conventions of Standard English:

CCSS.ELA-LITERACY.L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Complete sentencesTensePrepositional phrasesPronoun use

Oral Presentations

Visual presentations

Class discussions

Writing CCSS.ELA-LITERACY.L.11-12.1.AApply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.CCSS.ELA-LITERACY.L.11-12.1.BResolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

APA style instruction

MUGS instruction

Writers work shopping

CCSS.ELA-LITERACY.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

MUGS instruction

Peer editing and proofreading


CCSS.ELA-LITERACY.L.11-12.2.AObserve hyphenation conventions.

CCSS.ELA-LITERACY.L.11-12.2.BSpell correctly.

Proofreading workshops

Peer review Knowledge of Language:

CCSS.ELA-LITERACY.L.11-12.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Identification of style in other’s writing

Readers response

Literature review

Annotations

CCSS.ELA-LITERACY.L.11-12.3.AVary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Writing workshops

Sentence skills



Vocabulary Acquisition and Use:CCSS.ELA-LITERACY.L.11-12.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Writing workshops

Word study sessions

Reading

Annotations

Written responses

CCSS.ELA-LITERACY.L.11-12.4.AUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Reading

Use of R. Rosenblatt’s transactional theory to instruct on making meaning of texts

CCSS.ELA-LITERACY.L.11-12.4.BIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

1. Grammar instruction 2. Writing workshops3. editing and proofreading workshops

Written responses

Research paper

CCSS.ELA-LITERACY.L.11-12.4.DVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

1. Dictionary use

CCSS.ELA-LITERACY.L.11-12.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Writing syntax 2. Short response writing3. Paragraph writing4. Use of tone in writing

CCSS.ELA-LITERACY.L.11-12.5.AInterpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Close reads in class

CCSS.ELA-LITERACY.L.11-12.5.BAnalyze nuances in the meaning of words with similar denotations.

Cognate study

CCSS.ELA-LITERACY.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Students will participate in think-pair-shares, group discussions, whole-class discussions, presentations, visuals, data representations,

1. PowerPoint presentations

2. 10-page research paper

3. Research Fair presentations

4. poster 5/8/2023 BVSD Curriculum Essentials 11

and writing to use, practice, display understanding of, and mastery of vocabulary

presentations


EXAMPLE

1. Speaking and Listening: Flexible communication and collaboration

Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

Common Core Anchor StandardsThese are the Common Core grade 6-12 College and Career Readiness Anchor Standards for Speaking and Listening. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

SPEAKING AND LISTENINGComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

1. CONTENT STANDARD


Content Area: CONTENT AREAStandard: 1. CONTENT STANDARDPrepared Graduates:

GRADE LEVEL EXPECTATIONConcepts and skills students master:

1. Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can:a.

i. ii. iii. iv.

b. i. ii. iii. iv. v.

c. i. ii. iii. iv. v.

d. i. ii. iii.

e. i. ii. iii. iv.

Inquiry Questions: 1. 2. 3. 4. 5. 6. 7. 8.

Relevance and Application:1. 2. 3. 4. 5. 6. 7.

Nature of Discipline:1. 2. 3. 4. 5. 6. 7. 8.





Students can:a.

i. ii. iii. iv.



d. i. ii. iii.

e. i. ii. iii. iv.





2. CONTENT STANDARD





Students can:a.

i. ii. iii. iv.



d. i. ii. iii.

e. i. ii. iii. iv.





3. CONTENT STANDARD





Students can:a.

i. ii. iii. iv.



d. i. ii. iii.

e. i. ii. iii. iv.





4. CONTENT STANDARD





Students can:a.

i. ii. iii. iv.



d. i. ii. iii.

e. i. ii. iii. iv.





Grade Level/Course NamePathways 2 Teaching Academic Vocabulary Glossary

WORD DEFINITION


AccountabilityThe notion that people (e.g., students or teachers) or an organization (e.g., a school, school district, or state department of education) should be held responsible for improving student achievement and should be rewarded or sanctioned for their success or lack of.Achievement testA test to measure a student's knowledge and skills.ACTA set of college admissions tests; most colleges accept either the SAT or the ACT for admissions.Adequate Yearly Progress (AYP)An individual state's measure of yearly progress toward achieving state academic standards. Adequate yearly progress is the minimum level of improvement that states, school districts, and schools must achieve each year, according to federal No Child Left Behind (NCLB) legislation. This progress is determined by a collection of performance measures that a state, its school districts, and subpopulations of students within its schools are supposed to meet if the state receives Title I federal funding. In California, the measures include (1) specified percentages of students scoring "proficient" or "advanced" on California Standards Tests in English/language arts and math; (2) participation of a least 95 percent of students on those tests; (3) specified API scores or gains; and (4) for high schools, a specified graduation rate or improvement in the rate.Advanced Placement (AP)A series of voluntary exams based on college-level courses taken in high school. High school students who do well on one or more of these exams have the opportunity to earn credit, advanced placement, or both for college.


AlignmentThe degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards.Alternative assessmentsWays other than standardized tests to get information about what students know and where they need help, such as oral reports, projects, performances, experiments, and class participation.At-risk studentStudents may be labeled at risk if they are not succeeding in school based on information gathered from test scores, attendance, or discipline problems.BenchmarksA detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels; academic goals set for each grade level.Bilingual educationAn in-school program for students whose first language isn't English or who have limited English skills. Bilingual education provides English language development plus subject area instruction in the student's native language. The goal is for the child to gain knowledge and be literate in two languages.Block schedulingInstead of traditional 40- to 50-minute periods, block scheduling allows for periods of an hour or more so that teachers can accomplish more during a class session. It also allows for teamwork across subject areas in some schools. For example, a math and science teacher may teach a physics lesson that includes both math and physics concepts.Bond measureA method of borrowing used by school districts to pay for construction or renovation projects. A bond measure requires a 55 percent majority to pass. The principal and interest are repaid by local property owners through an increase in property taxes.Categorical aidFunds from the state or federal government granted to qualifying schools or districts for specific children with special needs, certain programs such as class size reduction, or special purposes such as transportation. In general, schools or districts must spend the money for the specific purpose. All districts receive categorical aid in varying amounts. This aid is in addition to the funding schools received for their general education program.Certificated/credentialed employeesSchool employees who are required by the state to hold teaching credentials, including full-time, part- time, substitute, or temporary teachers and most administrators.Certificate/credentialA state-issued license certifying that the teacher has completed the necessary basic training courses and passed the teacher exam.Charter schoolsPublicly funded schools that are exempt from many state laws and regulations for school districts. They are run by groups of teachers, parents, and/or foundations.Classified employeesSchool employees who are not required to hold teaching credentials, such as bus drivers, secretaries, custodians, instructional aides, and some management personnel.Content standardsStandards that describe what students should know and be able to do in core academic subjects at each grade level.


Cooperative learningA teaching method in which students of differing abilities work together on an assignment. Each student has a specific responsibility within the group. Students complete assignments together and receive a common grade.Differentiated instructionThis is also referred to as "individualized" or "customized" instruction. The curriculum offers several different learning experiences within one lesson to meet students' varied needs or learning styles. For example, different teaching methods for students with learning disabilities.Disaggregated dataThe presentation of data broken into segments of the student population instead of the entire enrollment. Typical segments include students who are economically disadvantaged, from racial or ethnic minority groups, have disabilities, or have limited English fluency. Disaggregated data allows parents and teachers to see how each student group is performing in a school.English as a Second Language Classes or support programs for students whose native language is not English.EnrichmentAdditional courses outside those required for graduation.Free/reduced-price mealsA federal program that provides food for students from low-income families.General fundAccounting term used by the state and school districts to differentiate general revenues and expenditures from funds for specific uses, such as a Cafeteria Fund.Gifted and Talented Education (GATE)A program that offers supplemental, differentiated, challenging curriculum and instruction for students identified as being intellectually gifted or talented.Highly qualified teacherAccording to NCLB, a teacher who has obtained full state teacher certification or has passed the state teacher licensing examination and holds a license to teach in the state; holds a minimum of a bachelor's degree; and has demonstrated subject area competence in each of the academic subjects in which the teacher teaches.Immersion educationA program that teaches children to speak, read, and write in a second language by surrounding them with conversation and instruction in that language. Note that English immersion may differ from other immersion programs.InclusionThe practice of placing students with disabilities in regular classrooms. Also known as mainstreaming.Independent studySpecially designed instruction in courses taught through a variety of delivery methods that complement traditional high school curricula and provide an accredited diploma.Individual Education Program (IEP)A written plan created for a student with learning disabilities by the student's teachers, parents or guardians, the school administrator, and other interested parties. The plan is tailored to the student's specific needs and abilities, and outlines goals for the student to reach. The IEP should be reviewed at least once a year.Instructional minutesRefers to the amount of time the state requires teachers to spend providing instruction in each subject area.


Integrated curriculumRefers to the practice of using a single theme to teach a variety of subjects. It also refers to a interdisciplinary curriculum, which combines several school subjects into one project.International Baccalaureate (IB)A rigorous college preparation course of study that leads to examinations for highly motivated high school students. Students can earn college credit from many universities if their exam scores are high enough.Job shadowingA program that takes students into the workplace to learn about careers through one-day orientations or more extensive internships to see how the skills learned in school relate to the workplace.Least restrictive environmentFederal laws require that disabled students be educated to the maximum extent possible with non- disabled students.Magnet schoolA school that focuses on a particular discipline, such as science, mathematics, arts, or computer science. It is designed to recruit students from other parts of the school district.Mainstreaming/mainstreamThe practice of placing students with disabilities in regular classrooms; also known as inclusion.NCLB (No Child Left Behind)Signed into law by President Bush in 2002, No Child Left Behind sets performance guidelines for all schools and also stipulates what must be included in accountability reports to parents. It mandates annual student testing, includes guidelines for underperforming schools, and requires states to train all teachers and assistants to be "highly qualified." Soon to be reauthorized to ESEA, the Elementary and Secondary Education Act.Peer Assistance and Review Program (PAR)A program that encourages designated consulting teachers to assist other teachers who need help in developing their subject matter knowledge, teaching strategies, or both. They also help teachers to meet the standards for proficient teaching.Percentile ranksOne way to compare a given child, class, school, or district to a national norm.PortfolioA collection of various samples of a student's work throughout the school year that can include writing samples, examples of math problems, and results of science experiments.Professional developmentPrograms that allow teachers or administrators to acquire the knowledge and skills they need to perform their jobs successfully.ProficiencyMastery or ability to do something at grade level. California students receive scores on the California Standards Tests (CST) that range from "far below basic" to "advanced." The state goal is for all students to score at "proficient" or "advanced."Pull-out programsStudents receive instruction in small groups outside of the classroom.Pupil-teacher ratio The total student enrollment divided by the number of full-time equivalent teachers. The pupil-teacher ratio is the most common statistic for comparing data across states; it is usually smaller than average class size because some teachers work outside the classroom.Resource specialistsSpecially credentialed teachers who work with special education students by assisting them in regular classes or pulling them out of class for extra help.5/8/2023 BVSD Curriculum Essentials 42

Resource teacherA teacher who instructs children with various learning differences. Most often these teachers use small group and individual instruction. Children are assigned to resource teachers after undergoing testing and receiving an IEP.RubricRefers to a grading or scoring system. A rubric is a scoring tool that lists the criteria to be met in a piece of work. A rubric also describes levels of quality for each of the criteria. These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1).SAT (Standardized Achievement Test)Also known as the SAT Reasoning Test (formerly called Scholastic Aptitude Test), this test is widely used as a college entrance examination. Scores can be compared to state and national averages of seniors graduating from any public or private school.Staff development daysDays set aside in the school calendar for teacher training; school isn't generally held on these days.Standardized testA test that is in the same format for all who take it. It often relies on multiple-choice questions and the testing conditions—including instructions, time limits and scoring rubrics—are the same for all students; sometimes accommodations on time limits and instructions are made for disabled students.Team teachingTeaching method in which two or more teachers teach the same subjects or theme; teachers may alternate teaching the entire group or divide the group into sections or classes that rotate between the teachers.TenureA system of due process and employment guarantee for teachers. After serving a two-year probationary period, teachers are assured continued employment in the school district unless carefully defined procedures for dismissal or layoff are successfully followed.Thematic unitsA unit of study that has lessons focused on a specific theme, sometimes covering all core subject areas. It is often used as an alternative approach to teaching history or social studies chronologically.Title 1A federal program that provides funds to improve the academic achievement for educationally disadvantaged students who score below the 50th percentile on standardized tests, including the children of migrant workers.Title IXOf the Education Amendments of 1972 – Provision provides that "no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal assistance...."TrackingA common instructional practice of organizing student in groups based on their academic skills. Tracking allows a teacher to provide the same level of instruction to the entire group.

Source: ABOUT UShttp://www.resa.net/glossary/


Properties of the CED

Pathways2Teaching

Pathways2Teaching

C97

This course examines the sociological issues related to urban schools, communities, and teaching and provides an overview of such topics as school culture, diversity, ethnicity, and social realities in American schools. Students will critically examine current education issues that affect their lives, their local community, and P-12 classrooms throughout the state and the country. Throughout this course we will examine achievement data (local, state and national) by gender, race, ethnicity, English language proficiency, and program type (gifted/ talented, special education, honors, Advanced Placement, etc.) and use this analysis to generate questions, offer solutions, and engage in critical dialogue about educational inequalities and educational justice. Ultimately, the purpose of this course is twofold: First, the course is designed to encourage high school students to consider teaching and related fields as a viable and important career choice. The course is also designed to provide students with “college knowledge”. That is, students will: a) gain an appreciation of the importance of academic success; b) be provided with supports and mentors to help achieve greater academic success; and c) gain an understanding of how to navigate the college and scholarship search and application process – including information for students who will be applying as international students.

[Term Length]

[Course Fees]

[Credits]

[Elective Required]

[CED_Status]

Practical Experiences3f004630-5d6c-4887-872b-25f522f904ad

[Effective Date]

[Expiration Date]

[NCAA]

[Hear]

[Subject Area]

[NonAcademic]

[StateID]

[CED_IC_Department]5/8/2023 BVSD Curriculum Essentials 44