5 Core Marketing Concepts Essayscorer

Curriculum Overview

Introduction
It is our pleasure to share a brief overview of all areas of the Pre-Kindergarten through Grade 8 Eisenhower Academy (EA) Curriculum.  Using basic skills and experiences as building blocks, our Curriculum identifies what children learn at each grade level and represents a balanced and comprehensive program of all academic areas. Our ELA and MATH curriculum is based on the Common Core State Standards (ELA CCSS and MATH CCSS). The Common Core State Standards in literacy and math have been introduced in all grades K-8 since 2012 and provide instruction on the essential skills and understandings necessary for success on classroom, district and state assessments. The EA Curriculum in Science is based on the Louisiana Standards and Grade Level Expectations (GLEs) in Science and the Next Gen Science Standards our Social Studies Curriculum is based on the 2011 Louisiana Standards and Grade Level Expectations (GLEs) in Social Studies.  Our program for four year olds is based upon Louisiana’s Birth to Five Early Learning & Development Standards (ELDS).

The EA curriculum also includes integration of the arts, physical education, technology, world languages and library media services. This curriculum comes alive in the hands of our talented teachers who are committed to ensuring that our students reach their highest potential. We are dedicated to accommodating children’s diverse needs, the way they learn, their experiences and interests, and to facilitating continuous educational growth. If parents have any questions about our curriculum, our classroom teachers are the best source of information. No single document can fully explain the rich and complex nature of our school’s curriculum and instructional goals. We know that learning is optimized in a partnership with families, teachers, and schools. Working together with families, we build on our work in the classroom to create a respectful climate of academic success and joy for lifelong learning.

Pre-Kindergarten Curriculum

The Creative Curriculum® for Preschool
The Creative Curriculum is a comprehensive curriculum that guides teachers in designing a preschool program in which children learn important skills and content, and develop social competence. The Curriculum shows teachers how to set up a classroom and structure a day, what kinds of experiences to provide for children, how to work with children at different developmental levels, and how to involve families in the program. It shows how teachers guide learning in literacy, math, science, social studies, the arts, and technology while also supporting children’s social/emotional development. Curriculum and assessment are linked with the use of the TS Gold Assessment System.  The Creative Curriculum for Preschool is fully aligned with the Head Start Child Development and Early Learning Framework and state early learning standards. Using exploration and discovery as a way of learning, The Creative Curriculum for Preschool enables children to develop confidence, creativity, and lifelong critical thinking skills.

K-8 Grade Curriculum

Mathematics
Our mathematics curriculum is based on the Common Core State Standards for Mathematics (CCSS-M) that define what students should understand and be able to do by the end of the year at each grade level. The Common Core Standards for Mathematics have two key components: (1) Standards for Mathematical Practice – eight practices in which students engage at all grade levels (2) Standards for Mathematical Content – conceptual understandings and procedural knowledge and skills

K-8 Teachers utilize Pearson Envision Math as a primary curricular resource. Grades 6-8 Teachers utilize Prentice Hall Math as secondary curricular resource.

English Language Arts
Students will read literature through many different lenses. They will explored literature from different time periods, authors’ perspectives and writing styles, and evaluate different themes and literary elements. Students will have experience writing narratives, expository essays, as well as persuasive essays over varying time frames for different tasks, purposes, and audiences. Students will apply this prior knowledge as they explore an overarching theme of the individual and society. Students will study complex psychological, philosophical, and moral themes in literature and informational texts. While examining different genres, students will analyze passages, dialogue, scenes, or words that are critical to the development of a story, theme, or central idea. Through the critical evaluation of classical and contemporary literature, students will focus their writing and class discussions on how literature helps to define the tension between the needs of the individual and the greater good of society. Students will begin to understand that family, community, and society influence one’s decisions and that judging morality is a complex, nuanced undertaking. Students will be encouraged to develop empathy/ compassion for the varied forces that shape one’s actions. Students will read historical fiction as they explore this theme. An example of this might be reading The Diary of Anne Frank and accounts of World War II. They will discuss how authors’ perspectives might produce accounts of historical events that differ from what we know happened. In class discussions and literary responses, students will identify figurative language, word choice, voice, and tone. Students will come to class prepared to discuss assigned texts, respond to diverse peer perspectives, ask questions of others, and work collaboratively towards deeper understandings of learned material. Speaking, listening, and language enrichment will remain focal points in the eighth grade language arts curriculum.

In addition, the year will center on three types of writing: narrative, expository, and persuasive. Students will engage in the writing process including the use of graphic organizers, drafting, and peer/self-revision to publish their work. In their literary analysis, research essays, narratives, and oral presentations, students will draw on multiple sources, including literary, informational, and multimedia texts. Furthermore, students will demonstrate the command of formal English appropriate to audience and task. Through all units, students will develop vocabulary strategies, as well as grade appropriate grammar skills, with a focus on understanding new words based on prior knowledge of prefixes, roots, and suffixes. As the year progresses, students will be expected to demonstrate increasing command of English language conventions, including grammar and vocabulary. By the end of eighth grade, students will have a rich background in literature and literary non-fiction, with a grasp of historical context and many nuances of the works they have read. With this knowledge of the individual’s role in the greater society, they will be ready for the rigors of high school.

Grades K-8 Teachers use ELA Guidebooks and Louisiana Department of Education’s ELA Unit Plans as primary curricular resources.

Writing Coach

Prentice Hall Writing Coach is a digitally driven grammar and writing program for grades 6–12. The program combines a printed Student Edition with robust digital components that provide detailed instruction and assessment for students at all ability levels. Currently, Behrman utilizes this program with 6th grade.

Writing Coach gives students personalized, detailed feedback on the strengths and weaknesses of their writing. It is the only program that uses a paragraph scorer as well as an essay scorer so that struggling students who aren’t ready to write larger pieces can receive the same productive feedback as the rest of the class.

Science

K-8 Teachers utilize Pearson’s Interactive Science as a primary curricular resource.

Interactive Science is a next generation K-8 science program featuring an innovative write-in student edition that makes learning personal, relevant, and engaging.

It utilizes three pathways for learning:

Reading 
Interactive Science’s innovative write-in student edition allows students to get all of the content, interactivity, and practice they need between the covers of a single book.

Inquiry 
Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. From directed, to guided, to full inquiry, there are options to meet the way you teach and the time you have for labs!

Digital 
Interactive Science features a complete online digital course at MyScienceOnline.com where teachers can set up and manage their class and where students can interact online with active art simulations, directed virtual labs, animated art, and get extra help.

Social Studies
EA Teachers use Harcourt Social Studies as a primary curricular resource.  Harcourt Social Studies is a comprehensive K–8 curriculum solution designed to engage and motivate every student. Through the stories of the intriguing people, exciting places, and fascinating events that make social studies relevant to their lives, students gain a global perspective. They also learn the social studies themes and skills they need to become informed, participating citizens who consider diverse points-of-view, use critical thinking skills, and are active in their communities.

Completely aligned to the national standards, the program’s research-proven content provides rigor and depth in an easy-to-read, highly visual format that instantly connects with all types of learners. Reading Skill development and reinforcement organized around a Big Idea and What to Know Essential Questions is core to the pedagogy. Because students also learn through interaction, the engaging hands-on activities and technology explorations in the Harcourt Social Studies program provide the high-interest level tools to foster that connection.

Teachers are also provided with the tools they need to turn that connection into content knowledge for every student in class. With components like Leveled Readers, the Homework and Practice Books, Online Assessment, and complete teacher resources to plan for and implement differentiation, teachers ensure that all students succeed in Social Studies.

– See more at: http://www.hmhco.com/shop/education-curriculum/social-studies/elementary-social-studies/harcourt-social-studies#sthash.eIKjpnK9.dpuf

Physical Education
The goals of physical education are for students to develop fitness and skills in the movement areas of dance, adventure education, and sports. An integral part of physical education is the development of the responsible and respectful behaviors in both cooperative and competitive activities. The sequential and varied experiences contribute to the total well-being of each student. Concepts, strategies, rules, sportsmanship, teamwork, and basic movement skills are all woven into the offerings.

Keyboarding
Keyboarding in grades PreK-1 focuses on keyboarding awareness skills such as left and right hand keys, and the location of alphabetic keys as well as the operation of the space bar, enter, and backspace keys. Proper technique and posture are emphasized at all grade levels.

Baseline typing skills are determined in the spring using a brief on-line keyboarding test to determine words per minute and accuracy. The end of Grade 2 keyboarding benchmark expectation is 5 words per minute (wpm) with 90% accuracy. This assessment will inform needs for formal keyboarding instruction in Grade 3. Students in Grade 3-5 who meet or exceed grade level benchmarks on fall and spring benchmark assessments will not require formal instruction but will continue to refine their skills through technology-integrated units as well as writing and performance tasks. An intervention model approach will be used for students in Grades 3-5 who do not meet the benchmark at their grade level.

Technology and Engineering STEM: Science → Technology → Engineering →Math

Helping students gain the skills required to succeed in today’s challenging world including critical thinking, problem solving and the ability to drive advancements in science and technology.

Our program goals seek to promote and develop the following in each student:

  • Technological, information and computer literacy
    • Creative problem solving and critical thinking skills
    • Understanding the impacts of technology
    • Experiential and cooperative learning
    • Communication skills
    • Safe use of electronics and tech equipment
    • STEM career awareness and exploration
    • Application of interdisciplinary content and literacy skills

    Focus: Communication and Information Technology Students are introduced to communication and information technology including the principles of graphic design, the use of computers to create and manipulate messages and digital images, electronic communication, and the evolution, evaluation, and safe and proper use of the Internet. Sample activities include desktop publishing, digital photography, video / audio production, and architectural design. An emphasis is placed on the impact of graphic design on advertising and marketing.

Support Services
Special Education Services, remedial reading services, and math support are available for students who may need them. We also provide support for Dual-Language Learners.


LEADERSHIP & SERVICE

  • Educational Technology Leadership doctoral candidate at New Jersey City University
  • Library Journal's 2017 Movers & Shakers (Educator)
  • American Association of School Librarians (AASL) Social Media Superstar: Tech Troubadour Finalist & Winner
  • Co-founder of Edcamp Urban
  • Google for Education Certified Trainer
  • Designed the Hudson County Professional Online Community website for Hudson County, NJ
  • North Bergen High School Educational Services Professional of the Year (2016 - 2017)
  • EdTPA Performance Assessment Consultant (NJCU College of Education)
  • NJ Makers Day Board Member
  • NJ Makers Day Marketing Committee
  • Mackin TYSL Advocacy Board Member (2015 - present)
  • North Bergen School District Technology Committee (2016 - present)
  • North Bergen High School Technology Committee (2013 - present)
  • SIIA CODiE Awards Judge

  • Library of Congress "A Book That Shaped Me" Essay Scorer/Judge (August 2017)
  • Girls in Technology Symposium, Jersey City, NJ (2016 - 2017)
  • Executive Board Member - BELS School Library Consortium (2015 - 2017)
  • Chairperson of Website Committee - BELS School Library Consortium (2015 - 2017)
  • Program Reviewer for the AASL 2017 National Conference & Exhibition
  • North Bergen High School National Honor Society Induction Ceremony - Guest Speaker (May 2017)


CONFERENCE PRESENTATIONS

  • Hudson County Professional Development Consortium:
  • Use of Social Media in the Hudson County Professional Learning Community (PLC), March 2018

  • Edcamp Urban (Co-founder and Session Facilitator):
    Creating Online Interactive Assessments with Edulastic, October 2017

  • Edcamp Urban (Co-founder and Session Facilitator):
    Advanced Google Forms, October 2017

  • Hudson County Professional Development Consortium:
    Use of Google Classroom in North Bergen School District, June 2017

  • Tri-State Project Based Learning Summit, Rutgers (Center for Effective School Practices)
    Project-Based Learning/Digital Literacy and the Role of the Media Specialist, May 2017

  • Edcamp Urban (Co-founder and Session Facilitator):
    Twitter 101, March 2017

  • Girls in Technology Symposium
    Hands-On Coding & Decoding, March 2017

  • New Jersey Educational Computing Cooperative (NJECC): ​
    Integrating Google Classroom into Common Core Websites, January 2017

  • Hudson County Professional Development Consortium:
    Web-­Based Tools That Help Assess Student Work & Differentiate Learning, October 2016

  • Edcamp Urban (Co-founder and Session Facilitator):
    Google Classroom for Beginners, October 2016

  • New Jersey Association for Middle Level Education (NJAMLE):
    Google Docs - How to Design Professional Looking Documents, March 2016
    Designing Professional Looking Google Sites, March 2016

  • New Jersey Educational Computing Cooperative (NJECC):
    Building a Successful School Library Website Using Google Apps, January 2016

 

WEBINARS



EDUCATIONAL WRITINGS

  • Welz, K. (2017, September 21). Ideas for Using Informational Text to Help Students Develop a Global Worldview [Blog post]. Retrieved from Ideas & Inspiration from Demco website: http://ideas.demco.com/blog/ informational-text-global-worldview/
  • Welz, K. (2017, Summer). School Librarians as Leaders: Encouraging a vibrant school library program.
    New Jersey Libraries Newsletter, 15(2), 6-9.
  • Welz, K. (2017). School librarians and open educational resources aid and implement common core instructional content in the classroom. Knowledge Quest, 45(4), 62-68.
  • School Library Connection (November 2016). Google Docs Tips and Tricks for Teaching Next Gen Students
    Retrieved from slc.librariesunlimited.com
  • Mackin TYSL Blog (September 2016): What Does Common Core and OER Mean to You
  • Unlock Student Potential (September 2016): School Librarians Unlock Potential of Students and Teachers Alike
  • TechNotes Blog (August 2016): Google-Animated Book Display for Your Library
  • Mackin TYSL Blog (June 2016): Animated Book Covers Slideshow.
  • LibraryLinkNJ - Social Media Snapshots (May 2016): Always Be Learning

 


PRESS RELEASES

  • Your 2017 AASL Social Media Superstars!
    American Association of School Librarians, April 27, 2017
  • Because School Libraries Empower Students - AASL School Library Month Ambassador
    American Association of School Librarians, April 29, 2017
  • AASL Social Media Superstars: Tech Troubadour Finalists
    American Association of School Librarians, March 20, 2017
  • Library Journal's Movers & Shakers 2017 – Educators: Krista Welz
    Library Journal, March 2017
  • "Edcamp Urban Starts in North Bergen"
    Hudson Reporter, October 2, 2016
  • "Voters Choose ALSC eBadge Winner"
    ALSC Blog, August 31, 2012

 


GRANTS

  • Recipient of the American Library Association & Young Adult Library Services Association
    Teens’ Top Ten Book Giveaway (2017)
  • Recipient of the American Library Association & Young Adult Library Services Association
    Teens’ Top Ten Book Giveaway (2016)
  • Recipient of  the Scholastic Reading Club & James Patterson Pledge/Grant Giveaway for School Libraries, 2015
  • Recipient of the American Library Association & Young Adult Library Services Association
    Teens’ Top Ten Book Giveaway (2014)


PROFESSIONAL DEVELOPMENT

2017 - 2018  Professional Development Facilitator & Presenter (North Bergen School District)

  • ELA & Educational Technology, September 2017
  • Smart Websites, Apps & Resources for Special Education Teachers, October 2017
  • BreakoutEDU (High School), November 2017
  • BreakoutEDU (Elementary Schools), March 2018
  • Online Referrals in Realtime, March 2018

 

2016 - 2017

  • Incorporating Blended Learning into Google Classroom, September 2016
  • Google Hangouts for Administrators, September 2016
  • Creating Assessments Using Google Forms, November 2016
  • Exporting Grades from Google Classroom into Realtime's Gradebook, November 2016
  • Assigning CommonLit Text-Dependent Reading Passages & Questions, November 2016
  • Google Apps for Education: Sharing and File Permissions, February 2017
  • Students Editing PDFs in Google Classroom, February 2017
  • Google Classroom Email Summaries for Parents, February 2017
  • Creating Interactive Videos with EDpuzzle, February 2017
  • Creating Screencasts for Students, March 2017
  • PARCC PearsonAccessNext Training, March 2017
  • Google Classroom: Part 1, March 2017
  • Google Classroom: Part 2, March 2017


ONLINE PLN (PERSONAL LEARNING NETWORK)

Creator and Moderator of the bi-monthly #NJLibChat Twitter Chat

  • How School Libraries Help Students Develop a Sense of Imagination, Feb 27, 2017
  • The New AASL Standards, February 13, 2018
  • How Google Apps Promotes School Libraries, January 23, 2018
  • Marketing Your School Library: How Do You Tell Your Story?, April 4, 2017
  • Urban Young Adult Literature, February 19, 2017
  • Effective School Libraries, February 7, 2017
  • Open Educational Resources, December 13, 2016
  • School Libraries & ESSA,November 22, 2016
  • Teacher & Librarian Collaboration, November 1, 2016
  • Leading in the Google Apps Era, October 18, 2016
  • The Benefits of an Edcamp, October 4, 2016
  • Creating a Passion-Driven Career, September 20, 2016
  • Orientation Inspiration, September 6, 2016
  • End-of-Year Reflections for Librarians, June 7, 2016
  • College & Career Readiness, May 17, 2016
  • Libraries & Learning, May 2, 2016
  • Being a Superlibrarian!, April 19 ,2016
  • Transforming Your School Library, April 5, 2016
  • Librarian Leadership, February 16, 2016
  • The Evolving Role of Librarians, February 2, 2016

 


WORK EXPERIENCE

North Bergen Board of Education

North Bergen, New Jersey

Library Media Specialist

September 2013 - present

 

 

New Jersey City University

Jersey City, New Jersey

Adjunct Faculty Member (Educational Technology Department)

January 2018 - present

 

Courses taught:
LTED 618 -Pedagogy and Application of Children’s Literature (Spring 2018)

 

 

North Bergen Free Public Library

North Bergen, New Jersey
Children’s Librarian

June 2006 - August 2013

 

 

BOOK

Welz, K. (2010). Information overload and its effects on workplace productivity. Knowledge work (pp. 159-174).
New Jersey: Rutgers, The State University of New Jersey. (Read electronic version)

 


PROFESSIONAL AFFILIATIONS

American Library Association (ALA)

Young Adult Library Services Association (YALSA)

Library and Information Technology Association (LITA)

Educators of Library Media Specialists (AASL - ESLS)

American Association for School Librarians (AASL)
International Society for Technology in Education (ISTE)
New Jersey Association of School Librarians (NJASL)
Hudson County Professional Development Consortium (HCPDC)
Digital Literacies Collaborative (DLC)

 

 

VOLUNTARY PUBLICATIONS


SCHOOL LIBRARY JOURNAL

Welz, K. (2017). Boldly Venturing into “Space” with Tinybop | Touch and Go. School Library Journal.

Welz, K. (2016). Henry's Bright Idea. School Library Journal, 62(11), 72.
Welz, K. (2016). The Fix-It Man. School Library Journal, 62(11), 72.

Welz, K. (2016). Ada Twist, Scientist. School Library Journal, 62(10), 70-72.

Welz, K. (2016). Tap, Click, Read: Growing Readers in a World of Screens. School Library Journal, 62(8), 134.

Welz, K. (2016). A STEM App Round-Up | Touch and Go. School Library Journal.

Welz, K. (2016). Apps for Nature Lovers | Touch and Go.School Library Journal.

Welz, K. (2016). DNA Play | Touch and Go. School Library Journal.

Welz, K. (2016). Hurricane kiss. School Library Journal, 62(3), 148-148.

Welz, K. (2016). DNA play. School Library Journal, 62(5), 70-70.

Welz, K. (2016). Boundary. School Library Journal, 62(1), 100-100.

Welz, K. (2015). Rebel, bully, geek, pariah. School Library Journal, 61(12), 118-123.

Welz, K. (2015). On Tour Through “My Incredible Body” | Touch and Go. School Library Journal.

Welz, K. (2015). Amelia's middle-school graduation yearbook. School Library Journal, 61(5), 104.

Welz, K. (2014). Peppa pig and the vegetable garden. School Library Journal, 60(1), 75-75.

Welz, K. (2014). No such thing as nessie! School Library Journal, 60(1), 74-74.

Welz, K. (2014). Close encounters of the nerd kind. School Library Journal, 60(12), 125-125.

Welz, K. (2014). The Human Body—Animated | Touch and Go. School Library Journal.

Welz, K. (2014). Big bad detective agency. School Library Journal, 60(11), 84-84.

Welz, K. (2014). Beyond the laughing sky. School Library Journal, 60(7), 84-84.

Welz, K. (2014). Betty bunny wants a goal. School Library Journal, 60(4), 124-124.

Welz, K. (2013). Super hair-o and the barber of doom. School Library Journal, 59(4), 141.

Welz, K. (2013). Shot down. School Library Journal, 59(1), 118-119.

Welz, K. (2013). Confetti Flies and Critters Glide in Boynton’s ‘But Not the Hippopotamus’ | Touch and Go. School  
                             Library Journal.

Welz, K. (2013). Polly's pipers. School Library Journal, 59(10), 1-1.

Welz, K. (2013). Ol' mama squirrel. School Library Journal, 59(4), 144.

Welz, K. (2013). Oh, the things my mom will do.. School Library Journal, 59(4), 141.

Welz, K. (2013). No bath, no cake!: Polly's pirate party. School Library Journal, 59(4), 146.

Welz, K. (2013). Nighty night, little green monster. School Library Journal, 59(7), 61.

Welz, K. (2013). Mister dash and the cupcake calamity. School Library Journal, 59(5), 78.

Welz, K. (2013). Little mouse. School Library Journal, 59(6), 94.

Welz, K. (2013). Ladybug girl and the big snow. School Library Journal, 59(9), 130.

Welz, K. (2013). Isabella star of the story. School Library Journal, 59(4), 128.

Welz, K. (2013). I'm not reading! School Library Journal,59(5), 66.

Welz, K. (2013). Heather fell in the water. School Library Journal, 59(4), 138.

Welz, K. (2013). Harold finds a voice. School Library Journal, 59(7), 60.

Welz, K. (2013). Goodnight underwear. School Library Journal, 59(7), 76.

Welz, K. (2013). Friends. School Library Journal, 59(9), 116.

Welz, K. (2013). Doggone feet! School Library Journal, 59(3), 112-112.

Welz, K. (2013). Dinosaur rescue! School Library Journal, 59(10), 1-1.

Welz, K. (2013). Deck Z: The. School Library Journal, 59(3), 170-170.

Welz, K. (2012). Samurai/Ninja/Zulu warriors. School Library Journal, 58(1), 92-92.

Welz, K. (2012). Perception. School Library Journal, 58(3), 158-158.

Welz, K. (2012). How shall we travel?/Reduce, reuse, Recylce/Shopping choices…. School Library Journal, 58(4),  
                            152-152.

Welz, K. (2012). Haunted histories: Creepy castles, dark dungeons, and powerful palaces. School Library Journal,  
                            58(5) , 96-96.

Welz, K. (2012). Facing the hunchback of notre dame. School Library Journal, 58(6), 136-136.

Welz, K. (2012). Capital girls. School Library Journal, 58(10), 146-146.

Welz, K. (2012). Always october. School Library Journal, 58(9), 140-140.

Welz, K. (2011). Speaking secret Codes/Breaking secret Codes/Making secret codes. School Library Journal, 57(1),  
                            122-123.

Welz, K. (2011). Skin/Thaw/The protectors. School Library Journal, 57(3), 164-164.

Welz, K. (2011). A monster calls. School Library Journal, 57(9), 164-164.

Welz, K. (2011). Ghost hunt 2: MORE chilling tales of the unknown. School Library Journal, 57(12), 120-120.

Welz, K. (2011). The death of yorik mortwell. School Library Journal, 57(10), 143-143.

Welz, K. (2011). Can I see your I.D.?: True stories of false identities. School Library Journal, 57(5), 129-129.

Welz, K. (2011). Can I see your I.D.?: True stories of false identities. School Library Journal, 57(5), 129-129.

Welz, K. (2011). The buck stops here: The presidents of the united states. School Library Journal, 57(1), 91-92.

Welz, K. (2011). Bad taste in boys. School Library Journal, 57(10), 134-134.

Welz, K. (2010). I see Squares/I see stars. School Library Journal, 56(12), 94-94.

Welz, K. (2010). Ripley's believe it or not!: Enter if you dare! School Library Journal, 56(12), 142-142.

Welz, K. (2010). Elvis & olive: Super detectives. School Library Journal, 56(8), 116-116.

Welz, K. (2010). The case of the gypsy good-bye. School Library Journal, 56(6), 120-120.

Welz, K. (2010). The book of how?: 50 questions and all the Answers/the book of why?: 50 questions and all the answers. School Library Journal, 56(9), 137-137.

 

 

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