Literacy and the Humanities

3900 Broadway Everett, WA 98201 www.everettsd.org

Table of Contents Literacy and the Humanities Elementary Literacy .................................................................................................. 3-30 Secondary Literacy .................................................................................................. 31-33 Social Studies ......................................................................................................... 34-36 Performing Arts .......................................................................................................37-38 Visual Arts .............................................................................................................. 39-40 World Languages ......................................................................................................... 41

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Comprehensive Literacy Reading Block GHGR

Writing Block GHGW & David Matteson

Shared/Modeled Reading Guided Reading Daily 5 Independent Reading Daily 5

Focus Lesson  Modeled Writing or Minilesson  Focus on writing skill, strategy, craft, and process with mentor texts

Independent Writing o Independent o Writing Conferences

Wright Skills Phonics Gr.K-2

HWT/Sitton Spelling  Handwriting (Gr.K-4)  Spelling (Gr.3-5)

K-5 Instructional Materials for Literacy: Everett Public Schools READING Approved “Core” Instructional Materials Approved “Supplemental” Instructional Materials

District Assessment

District Guidelines

Good Habits, Great Readers (GHGR) - 2009 Shared Reading & Guided Reading resources Wright Skills Phonics – 2007

Grades K-5

Trade Books for Guided Reading instruction and bookrooms Accelerated Reader for motivating “Independent” reading Junior Great Books for Highly Capable classrooms Firsthand Phonics Lessons – 2003 05 Developmental Reading Assessment 2 (DRA 2) DRA Word Analysis DRA Progress Monitoring DRA 2 –District Anchor Papers (Levels 28-50) District Coached & Benchmark Assessments GHGR End-of-Unit Assessments GHGR Running Records (DRA levels 4-28) District KARK Assessment

Grades K-5 Grades K-5 Grades K-5 (HC) Grades K-2

Good Habits, Great Readers (GHGR) Implementation Guidelines GHGR Implementation Calendars Wright Skills Phonics Implementation Guides

Grades K-5 Grades K-5 Grades K-2

Grades K-2

Grades K-5 Grades K-3 Grades 1-5 Grades 3-5 Grades 3-5 Grades 3-5 Grades K-2 Grade K

WRITING Approved “Core” Instructional Materials

Good Habits, Great Readers Writing (GHGW) - 2010 Great Source, Write on Track Teacher’s Program kit and 25 handbooks Great Source, Writers Express Teacher’s Program kit and student handbooks

Grades K-5 Grade 3

Approved “Supplemental” Instructional Materials

Six-Trait Writing Thinking Maps Kid Writing by Feldgus & Cardonick, teacher resource Interactive Writing by McCarrier, Pinnell & Fountas, resource Teaching the Youngest Writer by Freeman, teacher resource

Grades K-5 Grades K-5 Kindergarten Grades 1-2 Grades 1-2

District Assessment

District Writing 4 x4 Rubrics District Writing Annotations

Grades K-5 Grades K-5

District Guidelines

Good Habits, Great Writers – District Writing Maps

Grades K-5

Approved Instructional Materials District Guidelines

Sitton Spelling

Grades 3-5

Sitton Spelling Calendars

Grades 3-5

Assessment

High-Frequency (NO EXCUSE) Words in Writing

Grades K-5

Grades 4-5

SPELLING

HANDWRITING Approved Instructional Materials

Handwriting Without Tears

Grades K-5

Elementary Literacy | Curriculum for Grades K-5 2013

2/21/2014

ELEMENTARY READING UPDATE: GOOD HABITS, GREAT READERS CURRICULUM IMPLEMENTATION

Purpose & Agenda Provide an update on the implementation of the Good Habits, Great Readers (GHGR)curriculum  Supply information regarding K-5 student progress in reading achievement 

Everett Public Schools - Presentation – June 2013

Strategic Goals 

Good Habits, Great Readers in Everett Classrooms

Strategic Target: 1.5.a District and school improvement plans include strategies to improve student performance to meet state requirements and federal adequate yearly progress requirements.

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Skills & Strategies Vocabulary

Phonemic Awareness & Phonics

Comprehension and Thinking Skills and Strategies

Response to Reading

Moving from Good to Great

Fluency

High Expectations, Clear Standards, and Continuous Evaluation

Essential Components of a Reading Program

“A good literacy program helps children reach grade level benchmarks through teaching and testing; a great literacy program improves student achievement through an integrated process that focuses on showing children how to: --explicitly construct knowledge --participate in purposeful activities --make meaning while immersed in language.”

Classroom Environment

Daily Reading Approaches

Variety of materials

Interactive Read-Aloud or Modeled Reading Guided Reading

Shared Reading Independent Reading Practice

-Nancy Akhavan, 2008

Edie L Holcomb, 2001 (modified)

Year 3 Review: Goals for GHGR

Lesson Study with GHGR

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Lesson Study:

Rigorous Instruction through Lesson Study

Struggling Readers & Interventions

Formative Assessments

Common Core

Lesson Study is a structured process that enables small groups of teachers to plan, observe, analyze, and refine classroom lessons. The focus is on effectiveness of a lesson in relation to student learning.

Schools Involved: 

Cedar Wood, Forest View, Monroe, Silver Lake, Silver Firs, View Ridge

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Impact of Lesson Study Feedback from Reading Specialists:  “Lesson study had the greatest impact on instruction.”  “Lesson study was really powerful. It allowed teachers to plan together and see the value in GHGR.”  “This was most beneficial for teachers”  “What the teachers engaged in was great; we want to continue next year.”  “Teachers are still talking about discussions we had in lesson study.”  “Lesson study was huge. Teachers are ready for this and we’ll continue to use this as a vehicle for P.D.”

Impact of Lesson Study

Impact of Lesson Study Impact from a Teacher’s Perspective:   



Scaffolding strategies Questioning strategies Plan for turn-and-talk debates when appropriate Adjust shared lessons with important concepts

Reading Intervention for Struggling Readers 

Impact from a Principal’s Perspective



Reading Specialists received a training-oftrainers on intervention strategies. Classroom teachers are receiving training in their schools or through a district class in August.

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Reading Intervention for Struggling Readers 



GHGR Formative Assessments

Strategy notebooks are provided for each class participant. The Everett Public Schools intervention matrix guides decision-making and selection of strategies.

  



Reading Growth Over Time: Mid-Year DRA Comparisons

Reading Growth Over Time: Fall District Reading Assessment (DRA) Comparisons 15

Running Records End-of-Unit Checkpoints District Reading Assessment (DRA) Anchor Papers GHGR Assessment Handbook

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100%

90%

90%

80%

80%

70% Fall 2010 Fall 2011 Fall 2012

60% 50% 40% 30% 20%

Students at or above standard

Students at or above standard

100%

70%

Mid-Year 2011

60%

Mid-Year 2012

50%

Mid-Year 2013

40% 30% 20% 10%

10%

0% Gr 1

0% Gr 1

Gr 2

Gr 3

Gr 4

Gr 2

Gr 3

Gr 4

Gr 5

Gr 5

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Reading Growth Over Time: Spring DRA Comparisons

Reading Growth Over Time for Grade 5 - Class of 2020 18

100%

100%

90%

90%

80% 70%

Spring 2011 Spring 2012 Spring 2013

60% 50% 40%

Students at or above standard

Students at or above standard

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80% 70%

50% 40%

30%

30%

20%

20%

10%

10%

0% Gr K

Gr 1

Gr 2

Gr 3

Gr 4

Focus on the Six Shifts in ELA Adapt Existing Curriculum

0%

Gr 5

The Future: Our Reading Curriculum with Common Core State Standards

Fall DRA

2. 3. 4. 5.

CCSS

Mid-Year DRA

Spring DRA

Common Core & Six Shifts for ELA 1.

Go Beyond Traditional Alignment

Grade 3 - Year 2011 Grade 4 - Year 2012 Grade 5 - Year 2013

60%

6.

Text-based Questions and Answers Writing Using Evidence Academic Vocabulary Increased Text Complexity Balance of Literary and Informational Texts Literacy in the Content Areas

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GHGR & ELA Core Alignment Team 





A core team analyzed Pearson’s alignment of GHGR to the Common Core State Standards. We conducted our own GHGR Common Core alignment. Gaps will be addressed at summer institute and next year.

Next Steps Common Core Summer Institute  English Language Arts (ELA) Integration  Lesson Study  Early Reading  In-Class Mentoring and Support 

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Goals: Good Habits, Great Readers

Elementary Literacy Curriculum: End-of-Year Review Everett School Board Presentation June 26, 2012

This Year, Teachers…  Received professional development

 MSP Stem Questions  DRA Anchor Papers

Struggling Readers

Integrate with Writing

Reading Collaboration Day #2 Woodside Elementary Grade 1 8:15

 Acquired additional resources

aligned to their assessments.

Rigorous Instruction

Sample GHGR Collaboration Day

in grade level teams known as GHGR Collaboration Days.  Calibrated scoring in DRA  Running Records  Strategies for Struggling Readers

Higher Level Thinking

9:15 10:15 11:15

Opening Professional Reading & Share Learning *Working with Struggling Readers *Next Steps to Guided Reading *Toolbox for Assessing Readers Practice/Application of Strategies Running Records Reflection

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GHGR Collaboration Days: Teacher Feedback Revealed… Immediate Impact

Goals to Continue

 Reciprocal Teaching

 Running Records

 Struggling Readers

 Interventions

 Calibration Scoring

 Calibration Scoring Reciprocal Teaching: A High Impact Strategy Used in GHGR In shared and guided reading, teachers hone in on critical comprehension strategies of predicting, questioning, clarifying and summarizing text.

GHGR: This Year…  Completed GHGR trainings

Running Records: A Formative Assessment Running Records are used to monitor student progress within the classroom setting. Running records provide information on how a student processes information, decodes words, applies fluency and develops comprehension.

for school year.  Field tested a GHGR training on Lesson Study. This was applied in a school this spring; will incorporate Lesson Study with additional schools next fall.

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Good Habits Great Readers Writing

Common Core State Standards and GHGR

 Provided GHGW as a

supplement to GHGR

 Developed awareness of

 Prepared professional

Common Core standards

development on GHGW  Met with writing cadre teachers to prepare for fall  Aligned supplemental writing resources with Common Core Standards

Common Core ELA Standards:



Day 1: District Baseline Assessment for Grade 4

RL.4.1 & RI4.1= Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text



Days 2-4: Introduce Goal of Unit --Make sense of text by using important strategies of predicting, clarifying, questioning, and summarizing. Focus: Use prior knowledge, text structure, and text features to predict. Mini-lessons: Nonfiction text feature--maps; Context clues (pg. 65) Teacher Model: In the Mountains Student Reader: Taste of America GHGW –Descriptive writing (pg. 32-35)

  

RL.4.2 = Determine a theme of a story, drama or poem from details in the text; summarize the text.

  

RI.4.2 = Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4 = Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topics/subjects

      

RI.4.5 = Describe the overall structure of events, ideas, concepts, or information of a text or part of a text.

  

Day 5: “Pause & Reflect” Formative Assessment: “ Write About It” & “Informal Questions” for journals Reteaching – Pg. 73 Days 6-9: Begin Guided Reading groups & Daily Five Options Focus: Ask text explicit / implicit questions; generate questions throughout reading Mini-lessons: Text structure (chronological; sequential); Text features (pg. 75) Teacher Model: Mary on Horseback Student Reader: Taste of America GHGW –Descriptive Writing (pg. 36-41)

calendars with GHGR & Common Core standards

Student Growth in Reading: Comparison Over Time Spring 2011 to Spring 2012 Comparison 80 % At or Above Standard

Sample Instructional Calendar – Gr.4

 Prepared for instructional reading

70 60

67 68 58

62

66 66

60

65

65

71

73 65

50 Spring 2011 Spring 2012

40 30 20 10 0 Grade K Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

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Student Growth in Reading: 2011-2012

Grade 3 Comparison of MSP & DRA Results (Spring 2011)

% of Students Meeting Standard on DRA 80 % At or Above Standard

70 60

70

58

62

61

66 66

65 66 65

62

66

71 64

68

DRA

73

50

Fall Winter Spring

40 30

MSP

755 students 922 students met/exceeded standard met/exceeded standard

20 10 0 Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

What do MSP and DRA measure? MSP

DRA

*Comprehension -MC & Short Answer -Short passages

*Engagement *Accuracy *Fluency *Comprehension -Written responses -No MC -Whole text

Summative Assessment

Diagnostic, Formative and Summative

Reading Goals for Next Year  Continue with (4) Key Goals  Support Primary Grades:  Progress Monitor in Guided

Reading  DRA Calibration with Oral Responses  Use DRA Word Analysis with Struggling Readers

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Teacher Voices: Impact of GHGR •Kindergarten

•Kindergarten- GHGR Genres.mp4 •Grade 5

Intentional Teaching- 5th.mp4 •Reading Specialist GHGR Language.mp4

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Agenda

Good Habits, Great Readers • • • • • •

Everett Public Schools

Introduction 7 Habits Materials Overview Shared Reading Guided Reading Closing

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7 Habits of Great Readers

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Great Readers: The Seven Habits 1. 2. 3. 4. 5. 6.

See Themselves as Readers Make Sense of Text Use What they Know Understand How Stories Work Read to Learn Monitor and Organize Ideas & Information 7. Think Critically about Books

1. List components of a great reader on post-its. 2. Match your post-its with the 7 Habits posted on the wall.

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Great Literacy Teachers • • • • • • •

Shared Reading

Balanced approach Assessment to inform instruction Daily opportunities to read Scaffold instruction Explicit models of reading strategy Student collaboration Teach skills with real reading

Guided Reading Independent Reading

Modeled Reading

Balanced Reading

Ot her Reading Opport unit ies: Lit er acy Cen t er s, Lit er at u r e Cir cles, In q u ir y, Resear ch St u d ies

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Good Habits, Great Readers Shared Reading – Focus Lesson

Goals of Shared Reading • • •

• •

Build a community of readers in your classroom. Provide daily reading strategy instruction. Model for your students how proficient readers appreciate and make sense of text. Impart explicit skill instruction to your students. Create a common classroom language around reading strategy and skill instruction.

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• • • • •

Introduce Strategy Model the Strategy Talk Together Revisit & Reflect Apply the Strategy

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Guided Reading

Guided Reading

“Guided reading is the ultimate teaching moment. During guided reading you are teaching children a fix-up, fluency or comprehension strategy paired with a leveled text.” “It is the big moment when you are able to strategically match a reader to a text and coach him to read the text on his own.”’ -Nancy Akhavan, 2008 9

Guided Reading Lesson

Good Habits, Great Readers • We can move our readers from good to great through their habits. • When we focus on our students’ reading habits, the results show increased motivation and engagement in reading. Ultimately, we have students who read more and read better. -Fisher & Fry, 2009 11

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Strategic Target

Good Habits, Great Readers Writing

Strategic Priority: 1 Teaching and Learning Align curriculum, instruction, and assessment to educate, inspire, and prepare each student to graduate, to contribute to our community, and thrive in a global society. Strategic Target: 1.5.a District and school improvement plans include strategies to improve student performance to meet state requirements and federal adequate yearly progress requirements.

Everett Public Schools School Board Presentation April 16, 2013 1

Action Item: Implement elementary writing supplement to Good Habits Great Readers program. 2

Good Habits, Great Readers Writing: Supplement to GHGR

Purpose  Provide information on how

Good Habits, Great Readers Writing (GHGW) supports readers, writers and classroom instruction  Update on implementation of GHGW curriculum supplement

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DRA 2

Good Habits, Great Writers

Good Habits, Great Readers 4

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GHGW Supports Reading /Writing Relationship

Good Habits, Great Readers Writing (GHGW)

 Provides common language across

 The field test committee

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recommended Good Habits, Great Readers Writing as supplemental curriculum to GHGR.  The committee also recommended aligning the curriculum to existing writing resources.  Teachers felt the curriculum would support their reading/writing instruction in a variety of ways.  Teachers appreciated the flexibility of this curriculum.

reading and writing  Includes various genres for reading and

writing  Aligns well with Common Core

Standards  Supports students with the written

portion of the Developmental Reading Assessment (DRA) 6

Guided Reading Includes Writing

Independent Reading Time Incorporates Writing

A fourth grade guided reading group reads a science text about rocks and minerals. As students read the instructional level text, they write in response to their reading and discuss the content of the text.

During the literacy block time, students engage in reading and writing tasks that allow for practice and application of the reading and writing skills previously taught. Practice and application are important factors in academic success.

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DRA Written Responses in Grades 1/2 1.

GHGW Sustains Writing Instruction

Tell me what you know about the main characters:

• Writing Forms

 Character 1: _________________________________

• Narratives

 Character 2: __________________________________

• Expository

What was the most important event in this story? Explain why. _________________________________________ _________________________________________ 3. Write a summary of this story in your own words. Include the most important characters, events, and details. 2.

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• Opinion • Writing Process • Pre-write, Draft, Revise, Edit,

Publish • Writing Traits • 6 traits, writing skills 10

Sample Binder: Table of Contents Grade 5  Introduction  Baseline Classroom Assessment  Writing Process (W.5.4-6, 10)  Conventions/Grammar (L.5.1-3)  Vocabulary (L.5.4-6)  Research (W.5.7-9)  Narrative (W.5.3)  Informative/Explanatory (W.5.2)  Opinion (W.5.1)  Resources

Grade-Level Writing Binders 11

Writing alignment committee created grade level writing resource binders. Teachers aligned GHGW to the Common Core Standards and existing curricula. Teachers added resources to support writing assessment and instruction.

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Student Sample of Writing from Common Core State Standards

Writing Alignment to GHGW Teams of primary and intermediate teachers aligned current curriculum with GHGW. This is a sample of the 5th grade writing alignment document showing how writing standard #1 aligns to other curricula. 14

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Professional Development for GHGW

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P:\Elem.Literacy\EL GHGW\Gr5 Writing-Curriculum Maps

Professional Development for GHGW

Introduction to GHGW

Conferring with Student Writers

• • • •

• Optional, after-school class • 40 teachers attended • Positive feedback

Provided (4) training opportunities August-March, 2012-13 330 teachers trained 96% rated the training a “4” or “5”

TPEP – Level 4

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Teacher Feedback on Trainings

Writing Cadre & GHGW

 “It was great to see how the reading & writing fit together.”

(Grade 2)  “I appreciated the specific ideas from the instructors about how they personally used the GHGW curriculum.” (Grade 4)  “The best take-away is the well-organized binder and specific pages aligned to CCSS…” (Grade 5)  “I will incorporate the conferring class ideas to give my conferences structure.” (Grade 1)  “I will be more intentional about documentation when conferring.” 17

 Received professional

development on conferring with writers and grammar instruction  Applying conferring and grammar into GHGW lessons  Cadre members led after-school GHGW classes

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Common Core State Standards in English-Language Arts: Grade 4

Common Core State Standards in English-Language Arts Social Studies

Reading Science

Writing Listening & Speaking

Language

Technical Subjects

Reading Standard

Writing Standard

Explain how an author uses reasons and evidence to support particular points in a text (reading)

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (writing)  Provide reasons that support by facts and details.  Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

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Smarter Balanced Assessment: Item Sample

Final Comments K-2 writing with GHGW and David Matteson training has laid a foundation for primary writing. 2. All teachers have curriculum to support the reading/writing relationship. 3. Writing will have a prominent role in Common Core State Standards. 4. GHGW supports the English Language Arts (ELA) integrated model for Common Core. 1.

Grade 4: Student Directions  You will read an article and watch a video about what

animals do to defend themselves from danger. Then you will answer three questions about what you have learned. In Part 2, you will write an article that explains how some animals defend themselves.  In order to plan and write your article, you will do the following:  Examine two sources.  Make notes about the information from the sources.  Answer three questions about the sources. 21

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Questions

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GHGR teaches reading and promotes writing.  Reading/writing relationship  DRA Written Responses  Reading Journals  Supplemental writing curriculum – Good Habits, Great Readers Writing

Supplemental Writing Curriculum to Good Habits, Great Readers Everett Public Schools -Board Presentation – April 10, 2012

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   

 

Good Habits, Great Readers Writing Supplement

Three schools involved Meetings held Feedback gathered Analyzed curriculum in relation to writing standards Positive feedback received Informed of upgraded version; due summer of 2011

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



  

Field tested newest version 3 new schools + Writing Cadre Meetings held Feedback gathered Did not meet needs and expectations

Fall: 2011-12 School Year

2010-11 School Year 3

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

Revisited previous version of Good Habits,



Great Readers Writing 



Aligned curriculum to Common Core State Standards Gathered feedback from year 1 & year 2 participants







Good Habits, Great Readers Writing Revisited

Based upon feedback from Year 1, Year 2, and Writing Cadre teachers, the field test committees recommend Good Habits, Great Readers Writing as supplemental curriculum to GHGR. The committees also recommend we align this curriculum to existing writing resources. Teachers feel the curriculum will support their writing instruction in a variety of ways. Teachers appreciate the flexibility of this curriculum.

Winter: 2011-12 School Year 5

 

      

Strengthens our reading curriculum and program Intentional teaching of writing skills and processes within reading curriculum Modeling of quality writing instruction Aligns well with Common Core Standards Augments our existing writing instruction Integrates with content areas User-friendly; easy to implement Useful resources Able to differentiate instruction

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1. 2. 3. 4. 5.

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Make the relationship between reading and writing a top priority. Build a community of writers. Provide authentic writing process instruction and practice. Use explicit instruction when teaching writing as a craft and with 6-traits of good writing. Establish a motivating environment in which students are praised and encouraged to blossom as readers and writers.

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Introduce 1. 2. 3. 4. 5.

Make the relationship between reading and writing a top priority. Build a community of writers. Provide authentic writing process instruction and practice. Use explicit instruction when teaching writing as a craft and with 6-traits of good writing. Establish a motivating environment in which students are praised and encouraged to blossom as readers and writers.

Teach Practice Share

Four-Part Lesson Sequence 9

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Introduce        

Teach

Reading/writing integration Grammar and mechanics Writing process Six-traits of writing Genres and modes Shared and modeled writing Writing prompts, rubrics, and writing samples Ongoing assessments

Practice Share

Four-Part Lesson Sequence 11

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    

Good Habits, Great Readers Writing…

Writing Teacher’s Guide Writing Conference Card Teacher Resource CD Planning Guide Writing Assessment Handbook

Materials within Teacher Kit

◦ Clear, concise teaching and learning targets ◦ Common language across reading and writing curriculum ◦ Common academic vocabulary across the grades ◦ Experience many genres and modes ◦ Positive student response and engagement

Closing Comments

Writing Conference Card to Use for Assessment 13

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Social Studies Social Studies Curriculum The Everett Public Schools Social Studies program prepares students to make a positive difference as thoughtful, active citizens in a world of diversity and change. Students engage in the study of History, Geography, Economics and Civics to ensure that they understand the past, appreciate the present, and consider the future, as they participate productively in both our democratic society and inour complex, rapidly-changing world. Washington State Social Studies Standards form the foundation of Social Studies courses in Everett Public Schools. The Essential Academic Learning Requirements (EALRs) and specific Grade Level Expectations (GLEs) outline what students should know and be able to do in the Social Studies in these areas:  Civics - The student understands and applies knowledge of government, law, politics, and the nation's foundational documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.  Economics - The student applies understanding of economic concepts and systems to analyze decision-making and interactions between individuals, households, businesses, governments, and societies.  Geography - The student uses spatial perspectives to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.  History - The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.  Social Studies Skills - The student understands and applies reasoning skills to conduct research, and deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. State Social Studies Skills have become more rigorous with the addition of English Language Arts Common Core State Standards (ELA CCSS). In Kindergarten – grade 5, standards for Reading, Writing, Speaking and Listening in Social Studies are included in an integrated approach to literacy across all content areas. In Grade 6 – Grade 12, literacy across the content areas is addressed in the ELA CCSS with common Speaking and Listening standards, as well as with specific Social Studies Reading and Writing standards identified in the Standards for Literacy in History/Social Studies. Thus, secondary Social Studies teachers are teaching both state content standards and the rigorous ELA CCCSS to ensure that students engage in learning Social Studies standards in ways that will prepare them to be college-ready and career-ready. 1

For instructional maps, elementary school teachers may follow the state-recommended outline for elementary school. Teachers can find Elementary Social Studies standards and suggested Grade Level Outlines by visiting the Office of the Superintendent of Public Instruction Social Studies website. Elementary schools Social Studies instructional materials are currently site-based. Detailed Middle School Instructional Maps and High School Instructional Maps for required high school Social Studies courses identify the learning targets and units for each course. In addition to textbooks adopted for each of these required secondary courses, Everett Public Schools has purchased a subscription for online databases, so that students can conduct research online. Teachers and students can use these databases as an additional resource and to teach, learn, and practice research skills. Social Studies Assessment To emphasize the importance of state standards in Social Studies, each year Everett Public Schools are required by Washington State to administer state Civics Classroom Based Assessments (CBAs) at the elementary, middle school and high school levels. In Everett Public Schools, these assessments are given in grades 5, 8, and 12 and focus on public or constitutional issues. However, within this Civics focus, teachers have the flexibility to assign topics to students or allow students to choose their own topics. At grade 5, two resources are available to integrate this assessment with other content areas, including Science Kit Ecosystems lessons and Good Habits Great Readers resources. At grade 8 and grade 12, many resources are available in the secondary school library, including the Opposing Viewpoints database. Teachers are encouraged to share other suggestions and resources with each other. Teachers determine when to administer the Civics CBA during the semester or school year. They report the number of students completing this assessment to the district Curriculum and Assessment Department before the end of the school year, so this information can be sent to the Office of the Superintendent of Public Instruction, as required. Social Studies Courses and Challenging Options Middle school students read and write about history and experience interactive activities that help them develop critical reasoning, especially through inquiry-based research in their studies of grade level content. In grade 6, students learn about Ancient and Medieval World History. Students in grade 7 study World Geography and Washington State History and Government. Successfully completing Washington State History and Government in middle school fulfills a high school graduation requirement. Grade 8 students learn about United States History from the nation’s beginning to the Civil War and Reconstruction. Students in the high school study World History in grade 10, United State History in grade 11, and United States Government in grade 12, as well as learning Social Studies in a wide variety of electives. For students who did not fulfill the requirement in middle school, the Washington State History and Government course is offered at the high school level. Depending upon the high school, Social Studies electives are offered for students who are interested in extending their Social Studies education beyond basic requirements, as well as for students interested in the challenge offered in Advanced Placement (AP) courses or College in High School courses.

Advanced Placement courses prepare students to take the AP exam for that subject area. By successfully meeting standard on the AP exam, students may earn college credit, according to the policies of each college and university. Social Studies Advanced Placement courses offered at district high schools include United States Government and Politics, United States History and other courses. College in High School Social Studies courses allow students to earn college credit from local community colleges while taking courses at their own high school, such as United States History and United States Government. For more information about Advanced Placement or College in High School courses, students should talk with their Social Studies teachers, see their high school counselor, and, for AP courses, also visit the AP Central website. When pursuing college options in high school, students and their families should be aware that, depending on the program, additional expenses may be required, such as for college tuition, college textbooks, and/or transportation.

The Performing Arts Performing Arts Curriculum Performing Arts programs in Everett Public Schools provide students with general music and performance skills at the elementary level and opportunities to hone those skills through middle and high school. Students enrolled in these programs have the opportunity to perform throughout the school year. The Washington State Arts Learning Standards describe what students should know and be able to do in Performing Arts classes in Everett Public Schools, including Grade Level Expectations (GLEs) in the four Essential Academic Learning Requirements (EALRs) areas:  Arts Knowledge and Skills - The student understands and applies arts knowledge and skills in music and theatre, including arts concepts, skills and techniques, and styles from various artists, cultures and times.  Creative Arts Processes - The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in music and theatre.  Communication - The student communicates through the arts to express and present ideas and feelings, to communicate for a specific purpose, and to develop personal aesthetic criteria to communicate artistic choices.  Connections - The student makes connections within and across the arts to other disciplines, life, cultures, and work. Performing Arts Assessment Teachers use a variety of assessments to evaluate student learning and achievement, including performing at a concert or acting in a play. While not assessed on the Washington State Measurement of Student Progress (MSP) or the High School Proficiency Exam (HSPE), completion of assessments of state Performing Arts standards is required at the elementary, middle, and high school levels. Teachers determine the most appropriate time to assign the classroom-based performance assessments (CBPAs) during the school year. Completion of these assessments is reported to the district and then by the district to the state at the end of each school year. Elementary school music specialists administer a district-developed performance assessment that involves individual student compositions and performances. This assessment asks 5th grade students to individually compose two measures of a piece and perform this piece on a pitched instrument in a group question-individual answer format. Because the middle school and high school programs emphasize group performance, such as Band or Choir, teachers at these levels use the Washington Music Educators Association (WMEA) contest rubric to administer a large group performance assessment. To fulfill this requirement, teachers may 1

assess their own students’ performance, have students participate in a WMEA contest or invite a guest to assess their group. Music Courses and Challenging Options Every elementary school offers a general music program for all students. The elementary music program emphasizes basic music theory, note reading, singing, and performance to prepare students for a successful music experience in middle school. Often, the elementary school programs include learning performing and dramatic arts skills. Learning music in elementary school gives students the opportunity to experience the fun, excitement, and joy that music can offer. At the middle school and high school level, students have opportunities to participate in instrumental or vocal music programs. They choose classes such as Guitar or Piano or ensemble classes, such as Choir or Band. Within classes and in specific course, students study genres, such as Jazz. Students enroll in music courses that further develop their skills and that will challenge them to the highest level, including enrollment in advanced classes and participation in contests, festivals, and school performances. Drama Courses and Challenging Options High school students have opportunities to develop their performing and dramatic arts skills in drama classes offered at H.M. Jackson High School, Cascade High School, and Everett High School. Students can participate in a variety of performances, whether drama or comedy. Students also have the opportunity to develop other theater skills beyond acting, such as directing, managing the stage, and designing sets and costumes.

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World Languages World Languages Curriculum In Everett Public Schools, the goal of the World Languages program is to prepare students to effectively communicate within our diverse national and global societies through the study of language and culture. In their study of a world language, students also fulfill admission requirements for Washington State four-year colleges and universities. World Language content standards for each course align with state standards. These standards are adopted from the national standards published by the American Council on the Teaching of Foreign Languages (ACTFL) in 2010. The eleven standards delineate what students should know and be able to do in five goal areas:  Communication - Communicate in languages other than English  Cultures - Gain knowledge and understanding of other cultures  Connections - Connect with other disciplines and acquire information  Comparisons - Develop insight into the nature of language and culture  Communities - Participate in multilingual communities at home and around the world The English Language Arts Common Core Standards (ELA CCSS) standards for Reading, Writing, Language, and Listening and Speaking are connected to ACTFL standards. Educators have begun to make direct links between ELA CCSS and ACTFL standards, and this work will be supported by the “World-Readiness Standards for Learning Languages” document published in November 2013, which revises ACTFL standards to incorporate ELA CCSS. Instructional materials for teachers and students include textbooks for each language, aligned to standards. Spanish and French students can access their textbooks online. Courses and Challenging Options At Cascade High School (CHS), Everett High School (EHS) and H. M. Jackson High School (JHS), students have the opportunity to study French and Spanish. CHS and JHS also offer students the opportunity to study German; EHS offers students the opportunity to learn Chinese. Students taking a World Language at the high school level may complete two credits to fulfill admission requirements for Washington state public four-year colleges and universities. They can advance beyond this requirement by taking three to four years of language study.

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