Charter Schools Institute State University of New York y TAPESTRY CHARTER SCHOOL

FINAL CHARTERED AGREEMENT Sec. 2852(5) Submission to the Board of Regents

VOLUME Z? OF

REDACTED COP

74 North Pearl Street, 4* Floor, Albany, NY 12207 tel: (518) 433-8277 fax: (518) 427-6510 e-mail: [email protected] www.newyorkcharters.org Interdisciplinary Links—Physical Education g n j

In Physical Education class, students can incorporate the following other subject areas:

English Language Arts—Reading: . Read books relating to rules and strategies of various games. • Read books, articles about effects of exercise on the body. English Language Arts—Writing: . Write reports about physical phenomena that affect the body (e.g. smoking).

Mathematics: • Use data from physical education events (scores, race times, etc.) to create and analyze graphs and charts.

Science: • Use Pythagorean Theorem, gravity, laws of motion and thermodynamics, and other mathematical concepts to explain real world physical education phenomena.

Social Studies: • Compare physical fitness activities to other regions of the world.

Health and Home Economics: • Explore how nutrition affects the body.

Art. • Use photography to study motion. Use paintings to study the body and its parts.

In other classes. Physical Education can be used in the following wavs:

English Language Arts—Reading. • Read books about athletes, physical education issues. • Follow one physical fitnes issue or game in the news.

Science: • Conduct experiments involving movement, strength, speed, etc. Social Studies: • Explore history of physical fitness in various societies (e.g. ancient Olympics). no ^o^^^^o^e^o^DD^ea^ ^0^

Tne Tapestry ^narter school will encourage the parents^uardians and families of our students to contribute their knowled^ talents and cultural heritage through workshops and informal presentations This is an important part of creating community connections within our own school community. students will participate in cla^meetin^sthatwilldealwithpeer^roup issues.

The Buffalo Police Department, Police community ^ervice^Onit, will visit the school and talk to students about safety issues at school and at home.They will also provide resources about drug and alcohol free schools. The Buffalo Fire Department, Fire Prevention Bureau will visit the school and talk to the students about fire safety and prevention. t^ocal health care providers will be asked to volunteer their time to speak to students abouttheir professions and the importanceof^ood health habits.

^ DANCE, MUSIC, and VISUAL ARTS g Q g

NEW YORK STATE STANDARDS: The Arts (TA)

STANDARD 1: Creating, Performing, and Participating in the Arts. Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in famous roles in the arts.

STANDARD 2: Knowing and Using Arts Materials and Resources. Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

STANDARD 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

STANDARD 4: Understanding the Cultural Dimensions and Contributions of the Arts. Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

nx 0^ ^ ^a^es^^ children in grades^love to move and leam through engagement of the whole self. They need to become literate in the language ofdance in orderto use this natural facility asameans of communication and self-expressions and asawayofresponding to theexpression of others. Oancing and creating dances eo^uip them with skills and knowledge necessaryforallfuture learning in dance and give themawaytocelebrate theirhumanity Oanceeduc^tionbeginswith an awareness ofthe movement ofthe body and its creative potential The natureofdance allows students toexperience and understand their bodies in unique andthoughtfulways.^ttheearliest levels students become engaged in movement exploration that promotesarecognition and appreciation of self and others students leambasicmovementandchoreographics^ills in musical^rhythmic contexts. The skills and knowledge acquired allowthem to begin wording independentlyand^ith others in creating and performingdances. v^iththe body as their instrument children leam to translate their life experiences and express theirthoughtsandfeelings via movement symbols and dance language. experience in perceiving and responding to dance expands students^ vocabularies^ enhances theirlistening and viewing s^ills^ and strengthens theircritical and creative thinking abilities, ^ven the youngest children can investigate questions such as v^hat is danced ^ow does itwo^v^hy is it important^ ^racticingattentiveaudiencebehaviorfortheirpeers leads todescribing movement elements and identifying expressive movement choices, students learn to compareworxs in termsoftheelementsofspace^ time andforce^energy^and to experience the similarities anddifferences between dance and other disciplines. Through danceeducation students can also come to an understanding oftheir own culture and begin to respect dance asapartofthe heritage of many cultures. They not only leam about human diversity^but also leam to embrace it with understanding and compassion, ^nce students wor^togetherto experience their own and other cultures they can collaborate in creating an ever^evolving contemporary culture.

^ ^nderga^te^^ough^grade^^cu^^ ^05 ^ ^reativemovement^ dance of diverse cultures^folk danced introduction to dance styles^technio,ueD dance history ^ dancecomposition^dance criticism and analysis ^anatomy,nutrition and healthy body image^pen^ormance^interdisciplinary arts unitD interdisciplinary academic unit ^e.g,dance in the environments dance materials and resources^e.g,books, local dancecomoanies, videos, news articles, etc.^.

^^rades D fields trips and visiting an^swill complement the curriculum. ^ specialised curriculum will be offered for at^risk students. ^^dvanced curriculum will be offered for students showing an aptitude in dance.

^ade^^ ^s students begin to developasenseofthemselves in relation to the world, they are readyto respond more thoughtfully todance. Young people ingrades^and^are able to master and analyse material of growing complexity and respond well to the challenges of problemDsolvingthrough movement, ^hey can perceive details ofstyle and choreographic structure, reflect upon what iscommunicated,ande^plore relationships between dance and other disciplines, ^hestudyofdifferentformsof dance isvaluableforthe insight it provides into correspondingcultures, value systems, and historical periods. In the middle school years, when adolescent bodiesare changing rapidly, it is vitalfor students toengage in activities that help shape positive, healthy attitudes toward the self. Oance isaphysical activity in whicharespectforthe instrument, the human body, is imperative.^nadolescentsself^concept and self^worth are improved in relationto awareness and mastery ofhisorher own body. ^he immediacy of dance offers opportunities for middle school students to develop and en^oy their many positive and natural skills, through creating, performing, and respondingtodance, students increase skillsandknowledgethatenhancenotonlytheir developing sense of personal identity,but also theirunderstanding of cooperationand collaboration, students leam to value the achievements and creationsof others, from peer to role models. ^s students meet increasing physical and conceptual challenges of dancing and dance makings they learn by experience that self-discipline isapre-reo^uisite for achievement; Students are encouraged bythis experience to take responsibilityforthe care^ conditionings and health oftheir bodies both^ithin and outside the dance class. Oanceeducationoffersahealthy alternative to the choices available to adolescents at this precarious time in their lives. Oanceexperiencesprovideareal-lifelaboratoryfor adolescents todeveloprespectfortheiro^nbodies^ to leamandtest habits of purposeful thinkings effective communications responsible self-direction and to practice the skills of productive group participation. Oancegivesasafeandhealthyvehicle through ^hich the chaotic forces of adolescence can bechanneled.

^a^^g^e^^c^^ ^ Improvisation^creativemovement^dancecompositionBchoreography ^ dance of diverse cultures^folk danced introduction to dance styles^technique^dance history ^dancecriticismandanalysis^anatomy^uryprevention^ nutrition and healthy body image ^ork ^ performances interdisciplinary arts unitD interdisciplinary academic^otherunit^e.g.^danceand sports^ dance and poetry^etc^dance material and resources.

^ ^ield trips and visiting artists^illcomplementthecurriculum ^ Specialised curriculum ^illbeofferedforat-risk students ^^dvancedcurriculum^ill be offeredforstudentssho^ving and aptitude fordance.

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^^ 807 The Dance performance indicators are adapted from Minnesota's Arts Standards for Dance, Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

Dance Performance Indicators for K-4

1. Students identify and demonstrate dance movement elements and skills. 1. Demonstrate the ability to define and maintain personal space (also referred to as the "kinesphere"). 2. Create many types of body shapes at low, middle and high levels. 3. Demonstrate movements in straight and curved pathways. 4. Use movement to explore varied spatial relationships (e.g., near, far, over, under, around, through, etc.) And varied timing relationships (such as unison, before, after, slower than, faster than). 5. Demonstrate accuracy in moving to a musical beat and responding to changes in tempo. 6. Demonstrate kinesthetic awareness, concentration and focus in performing movement skills (e.g., student produces shapes and actions consistently and clearly, without becoming distracted). 7. Demonstrate kinesthetic awareness, concentration and focus in performing movement skills (e.g., student produces shapes and actions consistently and clearly, without becoming distracted). 8. Demonstrate clearly and confidently non-locomotor/axial movements (e.g., bend, twist, stretch, swing, etc.). 9. Demonstrate accurately a variety of locomotor movements (e.g., walk, run, hop, jump, roll leap, gallop, slide, skip, etc.) traveling forward, backward, sideward, diagonally and turning. 10. Define and use words and symbols that describe movement and elements of dance.

ni* 808 2. Students understand and apply choreographic principles, processes, and structures. 1. Decide on, remember, and repeat shapes and movement patterns for dance studies and dances. Use changes in the elements of space, time and energy to explore possible ideas for a dance study or composition. Use improvisation to discover and invent movement and to solve movement problems. 2. Demonstrate the ability to create dance effectively both with and without a rhythmic accompaniment. 3. Create a sequence with a beginning, middle and end, and identify each of these parts of the sequence. 4. Create a dance phrase, accurately repeat it and then vary it (making changes in the time, space and/or force/energy). 5. Demonstrate various partner skills, including simultaneous mirroring, delayed copying, leading and following. 6. Demonstrate the ability to create dance effectively alone and with a partner. 7. Revise a dance using comments, advice and response of others. 8. Improvise, create and perform dance phrases and studies based on their own ideas and concepts and ideas from other sources. 9. Demonstrate ability to include both improvisation and set choreography in dance compositions (i.e., an improvisational dance and a set dance, or a dance in which both are present). 10. Invent and use symbols to represent particular movements of a dance. Draw the pathways traveled in a dance study. 11. Discuss plans for showing a dance to someone else and implement these plans.

3. Students understand and participate in dance as a way to perceive , create and communicate meaning. 1. Use movement phrases and dances to communicate personal feelings, emotions or memories. 2. Create and present a dance of their choice to peers and discuss its meaning with competence and confidence. 3. Participate in dancing with a group with concentration, fullness and careful

hi 8^ attention to design and expressive intent (eg^ in dances of grieving^ dancers will notbe laughing in partnerdances^ dancers will staywiththeirpartner)^ ^ Improvise for classmates onavarietyofthemes or ideas^ ^ Observe and discuss how dance is different from and similartootherforms of h^man movement (eg^sports^ everyday gestures^obs^ etc) ^ l^earn dances from two or more cultures and comoare the meaning communicated by each ^ reflect and discusswhyyou think peopledance^ ^ ^ake an active role inaclass discussion about interpretations of and reactions toadanceD ^ Inviteothersto see you dance asaway of sharing ideas^ ^ reflect on how itfeltto perform dances for others (eg^ in journal writings class discussions one^on^one conversation with teacher or another students ^1^ Oisc^ss similarities and differences in the e^penenceofadance as reported by the dancers and bythe observers

^S^uden^app^yan^demo^s^a^ec^ca^^n^n^n^^^^^anc^ ^ Oreate two dance phrases which use the design elements of spaced time and energy in differentways ^ ^plore^ discover^and realize multiple solutions toagiven movement problems they then chooseafavorite solution fromamong the several discovered^ perform itfor others^ and discuss the reasons forthatchoice^ ^ Select body actions^ythms and pathways fromadance seen on video and use these to create an original dance^ 4 Share perceptions ofadance by describing and analyzing the dancers'use of body^energy^spaceandtime^ ^ respond toadancingpartnerbydecidingwhen to be the same andwhen to be differentfromthem ^ Observe two dances (live and^or on video) and discuss how they are similar and different (eg^ in terms of body shapes^ actions^levels^ pathways^ rhythms timings energy o^ualities^etc^ ^ Oive feedback to others that reports on the movement content and forms

^ noticed in their dance ^^ 8. Discuss the variouskinds of d^cisionsaperson makes while dancing alone and with others (e.g., how shall the body be used, what actions will be best for my dance, is my dance interesting to others, what ifthedances disagree on howto do somethings ^ Compare the observations and responses of two or more viewers to seeinga dance, (e.g., responses could compare images, ideas,feelings,themes, design elements, etc.^ ^10 Discuss how hearingresponses of others can expandapersonswayof thinking about dance ^ ^akealist of questions that theywould like to askadancer.

^ ^^e^^^emonst^eand^r^de^a^dda^ce^va^o^sc^^u^e^a^d ^^o^ca^e^ods^^ud^g^e^ow^^ ^1. Create dances that express characteristics of personal orgroup identity, including such culturesofcommunitiesas family, church, neighborhood, school, classroom, age groups, etc. ^ Create questions that express curiosity about otherpeople and their dancing in away that honors theirtraditions, behaviors and characteristics ^ explain personal reasons fordancing(ornot dancings ^. Interview family, community members, or visiting dancers as to their reasons for dancing and report on the variety of answers found. 5 Compare their own reasons for dancing with the reasons expressed by other students and byteachers. ^. Demonstrate and describeadance movement or dance learned fromafamily member (or other relative or adult friends and compare it to one of their own favorite dance movements. ^ l^ear^n and effectively shareadancefromaresource in their own community^ describe theculturalandBor historical context. 8. Perform folk dances from various cultures with competence (e.g., rhythmic accuracy, correct expressive intent, correct sequence of patterns and steps^ and confidence (e.g., total body involvement while dancing, eye contact with fellowdancers). ^^ ^. ^sl^ and answer questions about the dances ofaparticular culture and time period (e.g., In colonial America, why and in what settings did people dance7 ^hatdidthed^nceslool^li^e7)

^ students ma^e connections ^e^ween dance and hea^tnf^^^ng^ ^1. Oiscuss and practice ways of dancing togetherwhich respect their own bodies end personal spacers well as that of others. 2 Oemonstrate and discuss ways in which dance helpsadancer to discover aspects oftheirpersonal identity ^ respectfully describe different body types, and discuss the valuable contributionsmadeby dancers ofmanybodytypes. ^. Identify at leastthree personal goals to improve themselves as dancers. ^ Explain how healthy practices(e.g.,nutrition, safety, fitness) enhance the ability to dance, citingmultipleexamples. ^ l^earn and practice dances which encourage harmonious social interactions betweenpeorle(e.g.,circledances, square dances, partner dances). ^ research, leam and practicedances that celebrate special occasions in the life ofacommunity,school, family, etc. 8. Oesign and present dances that celebrate special occasions in the life ofa community,school, family, etc. ^ ^ Oiscusstheeffectthat dancing has had on their own feelings at various times.

^^t^den^n^a^e connections ^e^ween dance and o^e^d^c^^e^ ^. Using movement improvisation, generate many movement possibilities suggestedbyathemefoundinlife 2. Use dance to respond to another art form, and explain the connection between thetwoartforms ^. Use anotherartform to respond todanceand explain the connection ^. Createadance that usesaconceptfound in another art. ^ Createadance project that shows understanding ofaconcept or idea that dance shareswithanotherdiscipline(e.g.,^patten^^indance and science). 8 Identify movement content inherent inavariety of subject areas (e.g.,pathways and force of weather; shapes and actions of animals; pathways intersections and interruptions of transportation; shapes and spatial relationships of geometry^. 7 Oescribehowadance experience has been similartoanon-dance experience they have had

B^ Co^^^Co^ec^o^sDD^ance

The TapestrvCharterSchool will encouragetheparents^guardians and families of our students to contribute their talents and cultural heritage through workshops, informal performances and presentations This is an important part of creating Con^nunitv Connections within our own school community

Students will worl^ with drummers and dancers from theAfrican^An^erican Cultural Centertoleamaboutmusicand dances of Africa

Students will leam about ballet and modem dance through attending performances and wording with visiting artists from local dance companies such as^ Buffalo Inner Citv Ballet,CreaterBuffaloYouth Ballet, Pick Of The Crop Oance, The ^leglia Conservatory ofBallet, and Buffalo Contemporary Oance^

Students will leam about and experience instruction inavarietv of multicultural dance formsthrough local communitvcenters and cultural organisations suchasThe International Instituteand The Polish Comn^unitv Center

Tapestrv Charter School will develop artists in residence programs and workshops through Young Audiences of western ^e^ York, Inc^ The mission of this organisation is to mal^e the an^sapart of voung peopled education, ^see attached catalog for comprehensive, description of available programs). Young Audiences of western ^ew York artists have incorporated many of the l^lewYon^ State Standards^ goals into their performancesandwor^shops.

Students willlearn about African dance through Musicians United Por Superior ^ducation^MUS^,lnc^

^^4 1^10 ^^

In grades 1^^, creating, performing, listening, responding, and evaluating are basic things that people do with music ^oung children particularly learn by doings by singing, playing instruments, moving and creating with music, beaming to read, notate, listen, analyse, evaluate, and discuss music provides skills and knowledg^with which to explore music,the uses of music, and the making of music independently and with others especially inadiverse, global society,young students need to begin to understand their own heritage as wellas that of their peers, and music, asabasic e^pr^ssion of culture, can serve them exceptionally well in this endeavor. Thus young children need access toabalanced, comprehensive, and sequential program of study in music The music that children in grades^^^study and perform often becomes an integral part of their personal repertoire composing and improvising give insight into the form and structure of music, which in turn enhances creativity, ^periencewitha variety of musicallows for more informed judgement as well as greaterunderstanding of the relationships between musicandtheothercurricular areas, understanding historical and cultural influences that shape attitudes and behaviors provides students with preparation to live and work in settings that are increasingly multicultural. The effectiveness with which middle level students employ music in their daily lives depends largely on the level of skills they are attaining in creating, performing, listening to, and analysing music, ^uchstudyand analysis should include attention to thewaysinwhich music influences feelings, attitudes and behaviors. These fundamental, general music learning activities need to beapart of each course offered in middle level music, regardless ofspeoifiofocusandformatofthe course.

^ind^rga^en^^^^a^e^u^^^^^^ ^ ^neral^usio^vooal^ instrumental ^ grades^^ applied music lessons ^keyboard, strings, reoorder^ music of diverse oultures^theory and composition^history ^ listening and critioal analysis^ interdisciplinary art unit^ interdisciplinary academic 815 unit • Performing Ensembles: (grades K-2) chorus and rhythm band; (grades 3-4) recorder ensemble and string ensemble.

Grades 5 and 6 Curriculum: • General Music: vocal; instrumental; applied music lessons (keyboard, strings, winds) • theory and composition • history • listening and critical analysis • interdisciplinary art unit • interdisciplinary academic unit • Performing Ensembles: chorus, orchestra; band; various chamber ensembles; percussion ensemble.

All Grades • Field trips and visiting artists will complement the curriculum • Specialized curriculum will be offered for at-risk students • Advanced curriculum will be offered for students showing an aptitude in music.

h*\ 816 The Music performance indicators are adapted from Minnesota's Arts Standards for Dance, Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

Music Performance Indicators for K-4:

1. Students sing a varied repertoire of music, alone and with others. • Sing in a group with accurate pitch and rhythm (e.g., singing in full voice, student is not heard to vary from the group in terms of pitch and rhythm). • Sing in a group matching dynamic levels and other expressive qualities (e.g., student's voice contributes to ensemble but does not stand out in terms of dynamic and other expressive nuances). • Sing partner songs and rounds in a group. • Sing independently with accurate pitch, rhythm, and steady tempo. • Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures (e.g. folk songs from the Americas, children's songs from the Ukraine, game songs from central Africa). • Understand and demonstrate how to use the expressive voice with care (e.g., in song, speech or shouting, practice and demonstrate vocal health care in terms of loudness and endurance limits, breath support and relaxation). 2 Students perform a varied repertoire of instrumental music, alone and with others. • Perform simple rhythmic, melodic, and harmonic patterns accurately on classroom instruments, with others and alone (e.g., on classroom instruments such as a recorder, autoharp or omnichord, ukelele or guitar, electronic keyboard). • Perform easy exercises and pieces of music with steady tempo, correct tones, and accurate rhythms on classroom instruments (e.g., difficulty level of 1-2 on a scale of 1-6). • Perform in a group matching dynamic levels and other expressive qualities (e.g., playing and getting louder and softer, or slowing down and speeding up, at the lis samerateastherestofthegroup). ^^ ^ l^erforma^aried repertoire of short pieces representing genres and styles from severalcultures(e.g.,fol^literaturefromthe^mericas,Africa, andthe^ar^ast). D ^cho, by ear,shortrhythmicandbriefmelodicpattems on classroom instruments (e.g.,^notecallandresponsepatterns). ^ students improvise melodies, variations, and accompaniments. D Improvise ^answers^ in the same style to gi^en rhythmic and melodic phrases (eg, gi^en a brief tension rousing ^antecedents phrase, improvise a ^consequents phrase thatwillbringthe period to rest). ^ Improvise simple rhythmic and melodic ostinato accompaniments (e.g., use instruments, voices, body percussion, synthesi^er^sequencer, etc.). ^ Improvise simple rhythmic variations on familiar melodies (e.g., I^eep harmonic progressions and melodic pitches constant, but ^ary durations, rhythms and tempos). D Improvise simple melodic embellishments and variations on familiar melodies (e.g., I^eep the harmonic changes constant but add tones to the melody and ^ary themelodicp^tch durations). ^ students compose andarrange music. ^ create and arrange music to accompany readings or dramatisations onagi^en instrument D create and arrange short songsand instrumental pieces within specific guidelines(e.g.,agi^en style, form, instrumentation, compositional technique). D Usea^ariety of sounds sources andtimbres when composing. ^. students read and notate music. ^ Useasystem (e.g.,syllables, numbers, letters) to read simple pitch notation in thetrebleclefinma^orl^eys. ^ Useasystem (e.g., syllables, numbers)toreadwhole, half, dotted half, quarter andeighthnotesand rests in^,^and^time signatures. D Use standard symbols to notate rhythm and pitch in simple patterns dictated by theteacher(e.g.^notepattemsdictatedwith^^repetitions). ^ Identify and interpret basic symbols and traditional terms referring to dynamics, tempo,and articulation (e.g.,piano,forte,accent,andante, allegro, legato, staccato, slur). ^ Students listen to, analyse, and describe music ^ respond through purposeful movement^eg, swaying, shipping, dramatic play^ toselectedprominentmusic characteristics while listening to music^eg, tempo andtempochanges, dotted rhythms, high and low pitch ranges^ etc^ ^ Oemonstrate perceptual skills by moving and describing or answering questions about aural examples ofvarious styles including those of different cultures D Identifythesoundsofcommonwesternwind, percussion, and string instruments, cnildrens, adult male and female voices, and several representative non^westem instruments^eg,sitar,sha^uhachi,Oongadrum,did^eridoo^ ^ Identify simple musicforms when presented aurally ^eg,^,^^,^^,etc^ ^ Explain music, music notation, music instruments, voices, and music performances ^eg, entry of oboe, change of meter, return of the refrains using appropriate technicalterminology^ ^ Oevelopanduseafeelingsvocabulary,sothee^pressive, affective aspects, and experiences of musiccan be described and discussed ^eg, terminology beyond ^happy^and^sad^^

^ Students evaluate music, music use, and musicperformance^ ^ Explain, using basic terminology,personal preferences for musical wor^s, styles or performances ^eg, in simple terms of rhythm, tempo, loudness, instruments and^orvoices, expression, ar^dfeelings^ ^ Oevise and use criteria for evaluating music won^s, styles, and performances ^eg, in basic terms, as above^ ^ Explain why you thin^ certain examples ofbacl^ground music or soundtrack music are good and effective for the occasion^eg,in terms of tempo, loudness, rhythm, style, and common associations the piece may carry^

8 Students understand relationships between music, the other arts, and disciplines outside the arts^ ^ Oefine basic terms associated with the various arts ^eg, perspective, harmony, rhyme, facade, sculpt, ballet, stage, composed ^ Identify similaritiesand differences in the meanings of common terms used in the various arts(e.g.^ line, color,rhythm,texture, form, contrasts ^ Identifyways in which the principles and suo^ect matter ofother disciplines taught in the school are interrelated with thoseof music (e.g., foreign languages^ singing songs in various languages^ language arts^ using the expressive elements of music in interpretive readings^ mathematics^ mathematical oasis of values of notes, rests, time signatures^ sciences vihration of strings, drum heads, or air columns generating sounds used in musics geography^ music associated with various countriesorregions^.

^ students understandmusicin relationtohistory and culture. ^ Identify various uses of music in daily experiences (e.g., to help one wake up, to accompany homework, toentertainonthedrivetoschool, to accompany television productions and commercials,to help pass time while waiting fora ride, forfocused listenings D Identify and describe roles of musicians in various musical settings and cultures (e.g., conductor, folk singer, shaman, composer, therapist, recording engineer, lead guitarist, concert master^mistress, instrument makers ^ Oescrioe in simple terms how elements of music are used in given examples from various world cultures (e.g., the melody moves in little steps^ the rhythm repeatsalot^ the voices all sing the same part^. ^ Identify oy genre or style clear aural examples of music from various historical periods andcultures ^ Oiscuss and demonstrate audience oehavior that is considered appropriate for the context and style of various types of music performances (eg, when and how to respond to the performance, what to wear, whether or not to talk during the performances

^ l^us^c Performance^d^ca^s^^^

^. Studentssingavaried repertoire of music, alone andwith others. ^ Sing inalargeensemole accurately and with good hreath control throughout one^s singing range (e.g., maintain pitch and rhythmic accuracy,as well as properphrasing^. ^ Sing expressively(e.g,with appropriatedynamics, phrasing and interpretations Students who sine inaschool choral ensemhle or classy ^ Singavaried repertoire of songs from memory(e.g.,foll^, ethnic, popular, etc.^. ^ Sing inagroup and independently (e.g,with appropriate tone duality, diction, and postured ^ Sing music representing diverse genres and cultures, with expression appropriate tothewor^oeing performed. D understand and demonstrate howto use the expressive voice with care. D Singwith expression and technical accuracyavahed repertoire ofvocal literature includingtwo^part songs (e.g.,difficulty level of^^onascaleof^l^.

2 Students performavariedrepertoire of instrumental music, alone andwith others D In ensemhles and alone, pen^orm accurately on at least one instrument. ^ Performwithproperposture, position, and technique, onahand or orchestral instrument, l^eyhoard,fretted or electronic instrument, withaliterature difficulty level of^onascaleof^. ^ Perform inagroup matching dynamic levels and other expressiveo,ualities. ^ Perform instrumental music representingavariety of styles and cultures,with expression appropriate to the wor^heing performed. ^ Play simple melodies oy ear on a melodic instrument. Play simple accompaniments oy ear onaharmonic instrument.

Studentswhooerforminaschool instrumental ensemole or classy D Perform, with technical accuracy and expression on at least one string, wind, or percussion instrument,avaried repertoire ofliterature(e.g,middle level difficulty of^onascaleof^

^^ ^ D ^en^ormasolo piece from memory ^eg, low to middle level difficulty of ^-^ona scaleof^

^ students improvise melodies, variations, and accompaniments' ^ Improvise ^answers^ in the same style togivenrhythmicandmelodicphrases ^ Improvise simple harmonic accompaniments ^eg,l-l^-v^-l in blocl^ chord style, Albert! bass style, etc, employing a synthesi^er^seo,uencer and^or other instruments D Improvise short melodies, either unaccompanied or over a given rhythm accompaniment, inaconsistentstyle, meter,andtonality ^ Improvise short songs and instrumental pieces, usingavariety of sound source ^g, traditional aswell as non-traditional sounds available in the class-room, body percussion sounds, and electronic sounds^

^ students compose andarrange music D Arrange simple pieces for voices or instruments other than those for which the pieces were created^eg, arrangeafol^songforclarinetandomnichord, arrangeapopularsongforfluteandsynthesi^er,arrangeasolosongroraduet^ ^ compose short pieces with specific guidelines ^eg, based on the pattern do-mi- la-sol, using ostinato, or using contrasting tone dualities, incorporating principles of unity and variety,tension and relaxation, and balance, etc^ ^ Arrange simple pieces usingavariety of traditional and non-traditional sound sources and electronicmedia^

^ students read and notate musicD ^ ^ead simple melodies in both the treble and bass clefs^ ^ ^ead whole, half, quarter, sixteenth, and dotted notes and rests in ^,^,^, ^,^andallabrevemetersD ^ Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple pat-temsdictatedbytheteacher^ ^ Identify and interpret standard notation symbols ^eg, for pitch, rhythm, dynamics, tempo, articulation, and expressions

B^ students ^ho participate inac^oral or instrumental ensemble or classy ^ ^ight read music accurately and e^pressively(e.g,difficulty level of^onascale ofl^.

^ students listen to, analyse, and describe music ^ Identify and describe specific (macros music events inagiven aural example (e.g., changes in meter, form, timbres D Demonstrate perceptual skills by moving and describing or answering questions about aural examples ofvarious styles including thoseof different cultures. ^ Identifythesoundsofcommon^estem^ind, percussion, and string instruments, childrens, adult male and female voices, and several representative non^estem instruments(e.g.,sitar,shal^uhachi,Oongadrum,did^endoo^. ^ ldentifysimplemusicforms^henpresentedaurally(e.g.,^,^8^,^8^.etc.^. ^ explain music, music notation, music instruments, voices, and music performances (e.g., entry of oboe, change of meter, return of the refrains using appropriate technical terminology. D continue to develop and employafeelings vocabulary and use it in analysing, describing, and discussing personal reactions to the technical effects mentioned above (e.g., terms such as unsettled, calm, tense, confused, joyous, tentative, disturbing, surprising, violent, serene, spacious^. ^ Describe ho^ rhythm and meter are usedinagivenauralexample, using appropriate terminology (e.g.,dotted rhythms,simple and compound meters, mi^edmeters, as^ellastheir^feelingfuleffects^. ^ Describe the harmonic progressions used inagiven aural example (e.g.,12 bar blues progression, 1^^^ progression, half cadence, deceptive cadence; include discussion oftheirtensionDrelaxationgualities^.

^.^tudents evaluate music, music use, and music perforr^ance. ^ Develop criteria for making evaluations of the duality and effectiveness of music pen^ormances and compositions, and apply the criteria in personal listening and performing (e.g., in terms of intonation, tone, rhythmic accuracy, ensemble^togethemess,programmingBselection, expression, originality^. ^ evaluate the duality and effectiveness of their own and others performances, arrangements,compositions,and improvisations by applying specific criteria appropriate forthe style of musics offer constructive suggestions for change (e.g., intermsasabove). D evaluate specific pieces of music in terms of appropriateness and effectiveness inagivensocial^cultural setting or content (e.g.,wedding music, dance music, music for grandparents^golden wedding anniversary reception, funeral music, etc)

8. Students understand relationships between music, the other arts, anddiscipiines outside the arts D Oefine basic terms(such as perspective, harmony, rhyme, facade, sculpt, ballet, stage, andcompose)associatedwiththe various arts. ^ compare in two ormore arts forms how the characteristic materials of each form can be used to transform events, emotions, or ideas intoworl^s of art(e.g,sound in musics visual stimuli in paintings sculpture and architectures movement in danced human interrelationships in theater). ^ Oescribe ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music (e.g., language arts and setting te^t to musics mathematics and frequency ratios of intervals^ sciences and the human hearing process^ social studies and historical or social events^movements involving and influenced by music, or chronicled and commemorated in music). D compare characteristics of music and another art form from the same cultural era and describe common non^arts influences v^hich may have affected them similarly (e.g., wars, discoveries, technologies, migrations, politics, or philosophical values influencing formal aesthetic values or subject matter of the arts)

^ students understand music in relation to history and culture. ^ ^plain the uses (specific instances) and functions (general purposes) of music attimesofmouming (e.g.,deathofapresident or family member), celebration (eg, removal of the Berlin wall,awedding,avictory by an athletic team), and othersocio^culturalorhistoricevents ^ Identify and describeroles of musicians in various musicsettings and cultures D describe distinguishing characteristics of representative music genres and style fromavarietyofcultures(eg, describe ^a^,mariachi, and gamelon styles in terms of how the elements of musicare used in each)^ ^ Olassifybygenre^style(and if applicable by historical period, composer and title) avaried body of exemplary (characteristic and high quality) musical works, and explain the characteristics thatwarranteachwork to be considered exemplar ^ Identify and compare the functions certain types^styles of music serve and the conditions under which they are^were typically performed, in several culture and^orhistoricalperiods^

B^ Interdisciplinary Links—Music 825

English Language Arts: • Study of lyrics and librettos in a variety of musical forms • Students create their own songs and librettos with words and music

Mathematics:

• Pattern recognition, repetition and creation, intervals • Fractions/proportions and symmetry: counterpoint = reflection, repetition = transition

Science: • The study of sound waves • recording processes • tension/vibration • wavelength as seen in reed, string, and air in tube

Social Studies: • the role of music (historical and contemporary) in cultures of the world

/

The Tapestry Charter School willencourage the parents^guardiansandfamilies of our students to contribute their talents and cultural heritage through workshops^ informal performances and presentations.This is an important part of creating Community Connections within our own school community.

Students willattend special programs for school audiences presented by the Buffalo philharmonic Orchestra

Students will work with visiting musicians in workshops sponsored through musicians Onited^orSuperior^ducation^OS^Inc.)

Tapestry Charter School will develop artists in residence programs and workshops through Young Audiences of Western New Yor^ Inc. The mission of this organisation is to make the artsapart of young peoples education^see attached catalog for comprehensive, description of available programs) Young Audiences of Western NewYork artists have incorporated many ofthe New York State Standards^ goals into theirperformances and workshops.

Sample YoungAudiences^usic^rogram^

Across NewYorkState^The^ill brothers

This interactive program focuses on the music and folklore of New York State with special emphasis on the ^rie Canal and Western New York. The l^iill brothers play an assortment oftraditionalandstringed instruments

^ Ouring the primary grades students are initiated into the habit of exploring^ making as well as of deciphering the messages of artworks conveyed bya^ariety of cultures from many places, ^hey enthusiastically engage inapersonal investigation of materials, processes and meanings, thematic explorations ofartwork help children see the interconnectedness of cultures. Oe^elopinga^isual^ocabulary helps them sharetheirperceptionsand insights with peers. Concepts about art making areformed as students gain facility in creative problem solving and as they learn to gi^e reasons that supporttheir^isual decisions. Ouring grades fi^e and six students are increasingly able to analyse theiractions, to form generalisations, and to track the historical development ofideas. Intheirstudy ofartthey should be expected toexplaintheir^isual choices andto develop and refine theirideasbymaintaining sketchbooks, journal, and portfolios.^heirknowledgeofthe artworld should expand to includeworksofcontemporary artists aswell as examplesof artfrom many cultures, ^hey should examine these art works and see relationships between cultural contexts and specific artisticstyles, such as might be found in the masks ofthe^lati^e American ofthe northwest Coast, or in the political statements of thegreat Mexican muralists. ^ith proper instruction students at this le^el develop greaterfacility in manipulatingmaterialstoaccomplish their artisticintent^ thematic explorations ofart work continue to help students share theirperceptionsand insights with peers. Concepts aboutmaking art are refined as students venture into more demanding art media, and as theytacklemorecomplex visual problems.

^nderga^e^^^^^^^^^^a^e^^c^^^^ D Introduction to line, shape, color and patterns while exploringawide variety of media ^introduction toauthorsandillustrators^famousartandartists^color^form and textured painting, drawing and sculpture experimentation D cultural art ^ introduction toart history ^experimentalwith different media ^functions of art^ decorative, expressive, practical, etc.Ddiffer^ntartth^mes and ideas ^ different suh^ect matter animals, people, landscapes, still lives, etc^ purpose of art ^characteristics of visual art as opposed to other art disciplines.

^ purpose of art ^artisticstvles D great artists and theirstvles of expression ^ individual art interpretations painting, drawing and sculpture experimentation ina vari^tv of media ^analv^eart ^ artisticallvinterpretaliterarvworl^ ^ media use D communication through art^ introduce newthemesand ideas for artistic expression ^aesthetic issues^ introduction of architecture^comparisons of artthrough different time periods^ historical and cultural art^elementsoftime and place in art.

^ ^ield trips andvisitingartistswillcomplementthecurriculum D specialised curriculumwillheofferedforat^risl^ students ^^dvanced curriculum will he offeredfor students showing an aptitude in visual art.

^ 829 The Visual Arts performance indicators are adapted from Minnesota's Arts Standards for Dance, Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

Visual Arts Performance Indicators for K-4:

1. Students understand how media, techniques, and processes are used in creating works of visual art • Experience a wide variety of visual art media (e.g., explore marking with drawing instruments such as pencils, crayons, brushes, chalks, pastels; experiment with handling modeling and construction media such as clay, paper boards, etc.). • Explain the differences between different visual art materials, techniques, and processes (e.g., while exploring with a variety of media describe the different visual effects elicited by the materials, artistic techniques, and processes; explain how an animal painted with tempera paint will look different than an animal drawn with a colored pencil). • Describe how different techniques, materials, and processes elicit different responses (e.g., while looking at artwork made from different materials and by different techniques such as painting, photographing, and bronze sculpting, students explain their reactions to the variety of different effects produced by the variety of materials and processes). • Use different media, techniques, and processes to communicate ideas, experiences, and stories (e.g., select particular media, such as colored crayons, colored pencils or pastels, to convey particular messages). • Use art materials, tools, and art work in a safe and responsible manner (e.g., carefully observe the rules for proper handling and care of art materials, such as brushes, paints, clay, scissors; show respect for art works displayed in the classroom; observe proper procedures when visiting art galleries and art museums).

/f? ^0 ^ ^^uder^^or^ders^and how v^sua^ artworks are struc^red^a^d how ar^ has ava^e^yo^^^c^ons^ ^ Oifferentiate among visual characteristics andfunctionsofart as used to convey ideas (e.g., identify the subject matter and elements of design, such as^ line, shape, texture, color, value, and form, perceived in artwork distinguish among common functions of art, such as^ decorative, expressive, practical, and persuasives ^ Oescribe how different expressive features and organisational principles elicit different responses(e.g,examine artworks to discuss how expressive images, such as^ bodies andfaces, dwellings, plants, and animals, etc., convey ideas and moods^ and how these images, organised in terms of the principles of design, such as^ contrast, repetition, emphasis, movement, rhythm, etc., can elicit strong personal responses from viewers^. ^ Ose visual structures and functions of art to communicate ideas (e.g.,employa varietyofvisualstructures,suchas^ line, shape, texture, color,value, and form, contrast, repetition, emphasis, movement, rhythm, etc, and a variety of functions, such as^ decorative, expressive, practical, and persuasive, to communicate personal ideas through the making of art^ compare and contrast theeffectsofthesevariations^.

^ ^^de^^^de^^ana^e^aod^ec^s^ec^^a^e^syo^^o^a^d^deas ^or^er^o^a^dco^^e^re^o^m^he^s^ar^^ D ^plore and understand prospective content of works of visual art, identifyinga variety of themes and ideas incorporated inaselection of artworks(e.g,identify themes and ideas, such as^ common people, common work, celebrations, memorials, naturalwonders, happiness, playfulness, excitement, fear, etc., which are often featured inworks of art^. ^ select and useavariety of subject matter, symbols, and ideas to communicate meaning (e.g., create murals employing subject matter, symbols, and ideas such as people, animals, landscapes, common people, common work, celebrations, memorials, natural wonders,fa^oritelo^os, holiday symbols; find comparable themes anc^ symbols in the artwork of other cultures^

^ Students understand how historicai and cuiturai contents provide meaning forworkso^isualartD ^ ^eco^ni^e that the visual arts ha^ebothahistor^ and specific relationships to various cultures ^e^, listen to descriptions ofartists and the societies in which the^li^eo^, in ordertoformacontext for comprehending the cultural significance ofworksofart^ ^ Identify specific worksof art as belon^in^ to particular cultures, times and places ^, identif^alimited number of art works from western and non^western cultures an^l explain the cultures the^ represent, accurately placing them ona time line andaworlo^map^

^ Students reject upon the characteristics o^isuai artworks and assess the merits o^theirownartwor^sandthe artworks o^ others^ D Oifferentiate^ariouspurposesforcreatin^ works of visual art^e^, discuss reasons that people in their community ha^e for making art, such as to share an idea,toexpressafeelin^orbelief,tohonorahero,ortorememberaspecial e^ent; explain and compare theirowh reasons formakin^ works of art^ ^ Oescribehow peoples experiences influence the development of specific artworks ^e^,fin^l instances of universal, recurrent themes in the history of art that chronicle human interests and concerns; find patterns of expression that hold true fora^ariet^oftimes and cultures; trace the artistic expression of such common themes as "childhood", "peace" or "celebration" in art works representing different cultures^ D ^eco^ni^e similarities and differencesbetween characteristics of the visual arts and other art disciplines ^e^,stud^ seascapes while listening to "water" music, searchin^forcommon^roundandcontrasts in thewa^the theme is presented^

^isuai^rts performance indicators ^or^rades^^^

^ Students understand how media, techniques, and processes are used in

^^ c^ea^gwo^o^v^oa^ar^ ^ ^perienceawide variety of art media. ^ ^electavariety of media,techniques,and processes for particular projects; analyse what makes the effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices (eg,having chosen art work of their own or of others, students explain howthe media, technique, and processes employed contribute to the overall character ofthe finished projects, i.e.,how the big brush strokes and brightly colored paint convey movement and energy in the work^ ^ l^lan an approach that takes advantage of the qualities and characteristics of visualart media, techniques,and processes to enhance communicationof experiences and ideas (e.g.,selectaparticular medium such as photography or printmaking thatwillpresentastrong graphic image to theconsumer; or examine aseries of sculptures made with different media and processes, selecting the medium and process thatwould effectively communicatean intended idea^. D l^lse art materials, tools,and art work inasafe and responsible manner (e.g., carefully observe the rules for proper handling and care of art materials such as knives, pointed instruments, paints and inks of various kinds; show respect for artworks displayed in the classroom; observe properprocedures when visiting art galleries and art museums^.

^ ^enerali^e about visual structures and functions in art works (e.g., observe and discussavarietyofvisualstructures,suchas^ contrast, repetition, emphasis, movement, rhythm,illusionsofdepth, harmony, balance, etc., andavariety of functions of art, such as^ decorative, expressive, persuasive, political, economic, religious, etc.,and derive some generali^ationsaboutthenature of artfrom these observations^. ^ employ organisational structures and analyse what makes them effective or not effective in the communication of ideas (e.g., critique one's own art work in terms of how effectively they communicate the intended ideas; relate their relative effectiveness to the organisational structures, suchas^ contrast, repetition, emphasis, movement, rhythm, illusionsofdepth, harmony, balance, etc, dominant ineachwork^. ^ Ose visual structures and functions of art to communicate ideas (e.g.,employa variety of visual structures, such as^ line, shape, texture, color,value and form, contrast, repetition, emphasis, movement, rhythm, etc., and a variety of functions, suchas^ decorative, expressive, persuasive, practical, etc., to communicate personal ideas through the making of art^ compare and contrast theeffects of these variations^.

^ ^^e^s^de^fy^ana^e^a^dse^ec^^ec^^a^e^^y^^o^and^deas fo^^e^o^andcu^ura^ex^ess^^o^e^^a^^ ^ Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in theirvisual artworks (e.g.,incorporate elements oftime and place in the visual design of an artwork, so that the integrated work has greater impacts aspects of time can extend from the ancient past to he distant futures aspects of place can range from theimmediat^surroundin^s to the global community^ ^ Ose subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics which communicate intended meaning in art works (e.g., in dealing with imagesbased on the American flag, address such aesthetic issues as ^ls this art^^v^hat makes this artwork worthwhile in our society^ or ^ouldpeopleinanother culture value this artwork^v^hyorwhynot^. D ^naly^e how specific subjects, themes, or symbols are particularly effective in communicating different values and beliefs in art works (e.g., examine artistic renditions of working people from various cultures andperiodsin order to compare the various beliefs and values related to work that are portrayed or suggested in theart^ ^ Identify meanings that are communicated throughavariety of subjects, themes, and symbols used in visual artworks, and discuss the values and beliefs that are communicated (e.g., in interpreting art works identify theextent to which membership in groups impacts personal artistic expression and the response to that expressions art produced withinaparticularcounter^cultural group affirms the values of the group and may be regarded as significant art^outsides^ however, may question the validity ofthe art and consider it offensives ^ Identify and analyzeavariety of interesting, timely,or provocative themes and ideas that would be suitable for works of art ^eg, draw from such sources as personal experience,trends in the news media,flights of fancy,or concepts encountered in other subject areas for themes that will engage the imagination and provide rich detailsfor artistic elaborations

^ ^u^en^s^nde^an^no^vh^o^ca^ and cu^ra^con^e^ provide meaning ^orwo^k^ofv^^ar^ ^ Identify and compare the characteristics of artworks in various eras and cultures ^eg, contrast the architectural style of publicbuildings from the ^Othcenturywith those of the ^thand ^thcenturies, including European and^ast Asian cultures^ ^ Oescribe and placeavariety of art objects in historical andcultural contexts ^eg, explore such historical questions as ^^vhatwould the old court house look like if it were restored to its original conditions or ^^hat kinds of art were ^op artists reactingto^ ^ Analyze,describe,and demonstrate how factors of time and place ^such as climate, resources, ideas and technology^ influence visual characteristics that give meaning and value toawork of art ^eg, show that art works produced by the Oada movement characteristically express rebellion against complacency in traditional values^

^ ^^den^^e^ec^^^^nec^a^ac^en^c^o^v^a^a^work^andasse^^ne n^e^^^^e^^^^a^^vo^k^and^near^work^^o^ner^^ D compare multiple purposes for creating works of art ^eg, compare the many reasons people have for making art today, such as to promoteavalueora cause, to expressafeeling or belief, to commemorate events and celebrities, or togain satisfaction through accomplishments D Analyze contemporary and historic meanings in specificartworks through cultural ^5 and aesthetic inquiry ^eg, identify through critical review ofworks of art how grouosexoress their regard for human dignity and the rights of the individual in works of art^exolain how particular works of art are honored in their culture because they symbolize ideas of dignity andwon^h^ Oescribe and comoareavarietyofindividual responses to their own art works and to artworks from various eras and cultures ^g^, describe in an organized and clear manner,aoersonal stance regarding one's own art work or one or more works of other artists, using aoorooriate vocabulary and giving reasons to suooorttheoersonaloreferenceD ^reasoffocus may include such assets of art criticism as how the artworks effectively reflectacultural context, how the works reflect an artist's intention and beliefs, or how the artist's skills in using design and comoositionaredemonstrated in the artworks^ Recognize similarities and differences between characteristics of the visual arts and other disciplines ^eg study seascaoeswhil^ listening to ^water^ music, searching for common ground and contrasts in thewayathem^ is ores^nted^

^^ ^o^^a^^a^e^^. ^ Study of individual artists through biographies D creating stories form visualworks of art. ^ critical writing about visual works of art D Sign language and symbols related to the origins ofthe alphabet and ideograms.

^a^eB^a^cs ^ pattern recognitions repetition and creation studies through work of individual artists Students compose and analyze works of art using geometic shapes. They identify proportion and symmetry.

Sc^e^ce^ D Study of media materials. ^ Study of early astronomical observatories as works of art D Study of individual artistswhowere also scientists ^dav^inci^etc.^ ^ ^apmaking ^ perceptional analysis through frameof reference of observer^artist^sub^ect.

Soc^S^o^e^ ^ Study of the role of the visual arts in the history of various cultures Study of the role o^ visual arts in contemporary cultures Students leam to distinguish cultures by the styles content and media oftheirvisual arts traditions.

^^ Community Connections—Visual Arts 837

The Tapestry Charter School will encourage the parents/guardians and families of our students to contribute their talents and cultural heritage through workshops, informal performances and presentations. This is an important part of creating Community Connections within our own school community.

Tapestry Charter School will develop artists in residence programs and workshops through Young Audiences of Western New York, Inc. The mission of this organization is to make the arts a part of young people's education, (see attached catalog for comprehensive, description of available programs). Young Audiences of Western New York artists have incorporated many of the New York State Standards' goals into their performances and workshops.

Visiting artists will be a regular part of the Tapestry Charter School Program. Students will have visits from representatives of the following organizations and will also participate in visits to each of the following:

Albright-Knox Art Gallery—recognized throughout the world as an exceptional modern art gallery.

Buffalo Arts Studio—studios of 45 resident artists with community classrooms for photography, printmaking and pottery.

Big Orbit Gallery—promotes contemporary art, in all media, by artists associated with the Western New York region

CEPA Gallery—dedicated to promoting greater appreciation of contemporary photography.

El Museo Francisco Oiler Y Diego Rivera—features fine art by Latin/Caribbean, African-American, and other artists not traditionally represented.

J06 ^allwalls Contemporary Arts Center—presents new and challenging work in visual arts^film^ videos performance andmusic^

The Architectural AwarenessProject—community volunteers will do presentations onarchitecture and planning of^uffalo^

Ourch^eidPenney Art Center—an art museum featuring many artiste includingthe work of Charles 8urchfield^

^rit^is sculpture Par^—an outdoor sculpture park

^^ 839 16. If the education program or philosophy of the proposed charter school tracks a model curriculum or design, describe the standardized education program [Attachment 16].

The Tapestry Charter School will use the English Language Arts and Mathematics curriculum models from the Developmental Studies Center (DSC) in Oakland, California. In addition, the Tapestry Charter School will use the parent involvement program from DSC. The Developmental Studies Center integrates children's intellectual, ethical and social development. Its mission is to deepen children's commitment to values such as kindness, helpfulness, personal responsibility, and respect for others, and to help children their capacities to think deeply and critically so they can continue learning throughout their lives.

(See Following Pages)

£01 840 Child Development Project (K-8)

IN BRIEF Child Development Project Developer Developmental Studies Center Origin/Scope Oakland. CA Year Established 1981 * Schools Served 46 The Child Development Project (May 1998) (CDP) is,a comprehensive, whole Level K-6 (elementary) school reform program developed by Primary Coal help schools to become 'canng communities of learners* to more the Developmental Studies Center of effectively promote students' Oakland, CA. The CDP program was inteBecluat, social, and ethical development, and teachers' continuous first implemented in three suburban improvement of practice elementary schools in northern Main Features • literature-based reading and California beginning in 1983. As of language aits curriculum • cooperative learning January 1998, the CDP program has • "developmental" discipline been implemented in 46 schools in four • school-wide activities • parenvTamty involvement activities states. These include urban, suburban, •• restructuring lo support teacher and rural schools, a large proportion of collaboration, planning, reflection which are school-wide Title 1 schools. itcsults significant improvements in achievement (relative to comparison schools) at schools in district that uses complex performance tasks; little General Description overall evidence of Improvement when achievement Is assessed using standardized, norm-referenced tests The Child Development Project Impact on Instruction varies depending upon current (CDP) is an approach to school practices, but generally requires restructuring that seeks to revamp significant changes in at least some aspects of instruction (content and teaching, learning, school organization, pedagogy), as we* as changes ki school climate, and teachers' work classroom organization and management environments to more effectively Impact on school site project coordinator and promote the intellectual, social, and Organization/ coofdmating team composed of ethical development^ students. For . Suiting teachers and parents to plan and conduct school- wide aspects of the students, the goal of CDP is to help program schools become communities in which Impact on Schedule three day tmining institutes in the summer, release time during year for they feel cared for and learn to care in foBow-up workshops and coaching, and return—communities in which they are lor teacher partners or grade-level groups to participate in planning, study, helped to develop the academic and reflection, and support practical skills needed to function Siibleci-Area y»* productively in society, and the ethical Programs Provided by Developer and intellectual understandings needed Students Served (has your model been Implemented In schools to function humanely and wisely. For serving the fofowfno student*) teachers, the goal of CDP is to help Trtiel ves English-language y* schools become collaborative, teaman respectful and inclusive communities Urban vas that support their continued learning. Rural ves Parental Involvement parental Involvement is one major The program is grounded in aspect of COP contemporary theories in Tcchnokxfy none required developmental educational, and social Materials provided psychology, and empirical research on

Jof 841 school effectiveness, child development, and socialization. The program's theoretical model assumes (hat children have basic psychological needs to belong, to have a sense of control over the environment, and to feel competent. A school setting that functions as a caring community of learners is expected to be one which widely satisfies students' needs, resulting in their becoming affectively "bonded" to the school and adopting its salient norms and values. including a value on learning as well as prosocial values of fairness, concern and respect for others, and personal and social responsibility. The five components of the CDP program arc derived from four, interrelated principles: (a) build warm, stable, supportive relationships; (b) attend to the social and ethical dimensions of learning; (c) honor intrinsic motivation; and (d) teach in ways that support students' active construction of meaning. Three of the program components focus primarily on (he classroom, one focuses on parent involvement, and one on the school-wide environment. Component J. Literature-based reading and language arts. The component of the program tliat focuses most directly on teaching for understanding and explicitly integrating social and ethical content into the curriculum is a.literature-based reading and language arts program. The selection of books, the accompanying teachers' guides, and the supporting workshops arc all designed to help teachers encourage children to think deeply about what they read. Many of the selected books describe the lives of people from varied cultures, ages, and circumstances as they deal with universal issues and concerns, helping children to empathize with people who are both similar and dissimilar to them, and to see the commonalties that underlie diversity. For example, in Felita by Nicholasa Mohr, students discuss issues of prejudice and discrimination in relation to a story about a young Puerto Rican girl who encounters racial hostility when her family moves from the barrio to a new neighborhood so she can attend a "better" school. The literature program uses "read-alouds" so that all students in the class have the shared experience of hearing good stories well told, and uses "partner reads" so that students have opportunities to increase their comprehension through reading with the support of another student Teachers lead students in open-ended discussions of important issues evoked by the books, and provide structured opportunities for students to have conversations about these with one another. Component 2. Collaborative classroom learning. Our approach to collaborative learning emphasizes: (a) the importance of challenging and meaningful learning tasks; (b) the benefits of collaborating on such tasks; (c) the importance of learning to work with others in fair, caring, and responsible ways; and (d) developing the skills involved in working in these ways. Here we have not developed a specific curriculum, but rather we focus on helping teachers learn the general principles by which collaborative learning activities foster students' social, ethical and intellectual development and help to make the classroom a caring community. We have developed 25 general lesson formats that can be used over and over in various academic areas, with approximately 10 sample activities to illustrate each format For example, many of the literature units make extensive use of a format called "trunk-pair-share," in which after reading or listening to a story, students work in pairs to discuss some aspect of the story or a related thcmc& and often complete some product (cg„ a letter to one of the characters) to be "shared" later during a whole class discussion. Component 3. Developmental discipline. Developmental Discipline is an approach to classroom management that explicitly focuses on building caring, respectful relationships among all members of the classroom community, and that uses teaching and problem-solving approaches rather than rewards and punishments to promote student responsibility and

<2Jo 842

competence. This component is the one most explicitly directed toward developing and maintaining a culture of caring in the classroom. The teacher works to create a.classroom setting in which all members—teacher, students,- and aides—are concerned about the welfare of the enure group and all its members. They share common assumptions and expectations about the importance of maintaining a supportive environment in the classroom and the responsibility that each member has to make meaningful contributions to the life and welfare of the group. Component 4. Parent involvement. The program incorporates two avenues for parent involvement: family participation activities that are coordinated with the curriculum and arc relevant to family interests and experiences, and membership on a school "coordinating team" consisting of parents and teachers who plan school-wide activities. A central aspect of our parent involvement effort is called Homeside Activities—a series of simple conversations and activities that invite children and a parent or family friend to explore important issues that connect home and school life. For example, in "Family Folklore, "an activity for fifth-graders, children ask questions to learn about their own family history; (hen they contribute to the classroom community by sharing some of these stories in class. These activities are designed first and foremost to support meaningful conversations between children and parents. They are also designed with several additional goals in mind— to honor family traditions and culture; to provide parents with ways to talk with their children about school, thereby keeping them informed about some of the issues and events of their children's school lives; to help teachers know more about children's home life and culture in order to better teach each child; and to provide parents with a comfortable way to help their children progress academically. Component 5. Scltool-wide activities. The fifth program component is an approach to school-wide activities that promotes inclusion, non-competitiveness, and the values of a caring community. We ask parents and-teachers to form a school coordinating team to examine their traditional school-wide activities to assure that the activities allow participation by all, avoid competition, and respect differences but lessen divisions between older and younger students, staff members and students, and teachers and parents. Since they are designed by the school coordinating teams, with our advice and guidance, the specifics of these activities vary from school to school. Activities that have beonused in many schools include: a Buddies Program in which upper-grade students, in the spirit of care and responsibility, meet regularly with younger students to engage in a wide variety of activities such as reading, attending an assembly, going on a field trip, or playing a game; a school-sponsored science fair which is organized cooperatively rather than competitively; "Grandperson's Day"—an opportunity for older family and community members to share tLieir wisdom and experience the community's respect and appreciation; and "Family Read-Aloud" or "Family Film" nights which bring parents and their children together to read or watch a film and engage in learning activities. Results

CD? has been systematically evaluated in three separate quasi-experimental studies conducted over the last 18 years. The schools (17 program and 17 matched comparison schools) that have participated in these evaluations have been very, diverse, including urban, suburban, and rural schools; schools serving mostly middle-class student populations and those serving largely or entirely students living in poverty; and schools with ethnically diverse student populations and those whose students are entirely students of color.

All 843

The evaluations have provided considerable evidence supporting CDP's theoretical model, and demonstrating the effectiveness of the CDP program. The program has been consistently found to result in significant increases in students' sense of their school as a community and in their school related attitudes (e.g., liking for school), motivation (e.g., task orientation toward learning), and behavior (eg., frequency of reading books outside of school); significant increases in students' social and ethical attitudes, values, and behavior (e.g., concern for others, commitment to democratic values, altruistic behavior); and significant decreases in students' involvement in problem behavior (eg., reduced use of ajcohol and marijuana). The educational aims of COP are focused less on the acquisition of basic skills and content knowledge than on developing students' deeper comprehension, critical fhinkihgand reasoning skills, and the application of knowledge and skills to solve meaningful problems. Evaluations of the program's effects on academic performance based on standardized,, norm- referenced achievement tests have not provided consistent evidence of positive effects— scattered effects have been observed, but (he general pattern is no statistically significant differences between program and comparison students. However, one recent evaluation was conducted in a district which relied on complex performance assessments (many of which involved collaborative work by students followed by individual responses) to measure student achievement. Relative to students at matched comparison schools, students at the two CDP schools in this district showed significantly (p < .05) higher achievement over the three-year period of implementation and evaluation, with effect sizes ranging from moderate (.26) to large (.63). Implementation Assistance

• Project Capacity: The Developmental Studies Center is located in Oakland. CA. and has approximately 40 full-time professional staff. In addition, as a result of "training of trainers" programs conducted over the last several years, DSC can draw upon practitioner/trainers on the East and West coasts and in the Midwest and South to provide professional development services.

• Faculty Buy-In: After participating in an orientation session, a minimum of 80% of the school faculty must indicate their support for implementing CDP by anonymous ballot. The school must agree to focus its reform efforts on CDP for a minimum of three years. In addition, both the district and school must make other specific commitments to the program (eg., providing a project coordinator at the school site, and release time for staff development, coaching, and collegia! planning and support).

• Initial Training: Initial training in CDP is provided by DSC staff during three-day summer institutes each year, conducted at or near the school site. Teachers are provided with all CDP instructional and curricular materials.

• Follow-Up Coaching: DSC staff make three week-long visits to the site during each school year to conduct follow-up workshops (one day) and to work with individuals or small groups on coaching, planning, and problem-solving. In addition, teachers meet regularly during the year ("partner study and support") for collegia! planning^study, reflection, and support

Aix 844 Selected Evaluations

Developer Outside Researchers

Sairiuich. V_ Solomon. D_ Watson. M, & Setups. E (1997). Cobum.CE.AMeyer.ER. (1998. April). Shaping context Caring school communities. Educational Psvcholoria. to support and sustain reform. Paper presented at the 32. 137-151. meeting of the American Educational Research Association. San Diego. CA. Bamsiich. V.. Setups. E, Watson. M, & Solomon. D. (1996). Prevention effects of the Child Development Project: Early findings from am ongoing muttisite demonstration trial. Journal of Adolescent Research, It, 12-35.

Solomon. D, Watson. M, Bartistich. V„ Scraps. E. & Delucchi. K. (1996). Creating classrooms thai students experience as communities. American Journal of Community Pxyclutlogy, 24, 719-748.

Sample Sites

Sedr,wick School Hazelwood Elementary School Ridgeway School 19200 Phil Uric 1325 Blucgrass Avenue 225 Ridgeway Cupertino. CA 95014 Louisville, FCY 40215 White Plains, NY 10605 (408)252-3103 (502)473-8264 (914)422-2081 Principal: Rene Jones Principal: Brenda Logan Principal: Betty Robinson

(suburban: 36% minority: 3% LEP: (urban; 50% minority: 100% [urban; 53% minority. 10% LEP: 17% reduced/free lunch] reduced/free lunch) 31% reduced/free lunch]

Louis E Stocklmeir School Laurel Wood School 592 Dunholme Way 645 Larkin Street Sunnyvale. CA 94087 Salinas. CA 93907 (408) 252^5414 (408)753-5620 Principal: Susan Shelden Principal: Diane Middaugh

(suburban: 30% minority*. 2% LEP; (juburban/ruril: 61% minority: 8% reduced/free lunch] 16% LEP; 28% reduced/free lunch]

For more information, contact:

Denise Wood Developmental Studies Center 2000 Embarcadero, Suite 305 Oakland. CA 94606-5300 Phone:(510)533-0213 Fax:(510)464-3670 e-mail: [email protected] Web site: http://vmw.devstu.org

£13 845

Appendix: Components of Comprehensive School Reform

The CSRD legislation outlines nine components of comprehensive school reform:

1. Effective, research-based, replicable methods and strategies 2. Comprehensive design with aligned components 3. Professional development 4. Measurable goals and benchmarks 5. Support within the school 6. Parental and community involvement 7. External technical support and assistance 8. Evaluation strategies 9. Coordination of resources

These components apply to each school's reform program, not to the external model or models the school chooses to adopt However, it is important for schools to know how external reform models are likely to assist them in incorporating the components. Therefore, we provide here a brief summary of how the CDP reform model addresses each component

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(I) Effective, research-based, replicablc methods and strategics:

The research basis of the CDP program, its effectiveness, and its replicability have been substantiated in the model description and evidence-of-effectiveness table, with accompanying citations of documentation. As noted, the program is grounded in contemporary theories in developmental, educational, and social psychology, and empirical research on school effectiveness, child development, and socialization. Additional evidence of the program's theoretical and empirical bases, as well as an indication of how the basic conceptualization of the program has evolved over the past 18 years, may be found in:''

Brown. D.. & Solomon, D. (1983). A model for prosocial learning: An in progress field study. In D. L. Bridgman (Ed.), The nature of prosocial development: Interdisciplinary theories and strategies. New York: Academic Press.

Battistich, V., Watson. M.. Solomon. D.. Schaps. E, & Solomon. J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. Kurtines & J. L. Gewirtz (Eds). Handbook of moral behavior and development: Vol..?. Application. New York: Erlbaum.

Battistich. V., Solomon, D., Watson, M„ & Schaps, E (1997). Caring school communities. Educational Psychologist. 32, 137-151.

(2) Comprehensive design with aligned components:

As indicated in the model description, CDP is a comprehensive and systemic approach to school restructuring that seeks to revamp teaching, learning, school organization, school climate, and teachers' work environments to more effectively promote the intellectual, social, and ethical development of all students. The program seeks to help schools to become inclusive, caring communities in which students, teachers, administrators, parents, and support staff share common goals and work collaboratively to support students' intellectual, social, and ethical development. CDPs academic emphasis is designed to extend beyond basic academic skills and content knowledge to encompass higher-order comprehension and skills, such as critical thinking and reasoning skills and the abilities needed to apply knowledge and skills to the solution of complex problems.

(3) Professional development: Recognizing that meaningful changes in educational practice takes time, effort, and on-going opportunities for professional development and reflection, CDP requires a minimum three-year investment by a school in a focused reform effort. Teachers arc provided with all CDP instructional and auricular materials, and staff of the Developmental Studies Center (DSC) provide school staff with summer institutes and a series of workshops during each school year that have been developed and refined during the past 18 years of reform efforts to provide a coherent and progressively deeper and richer understanding of CDP principles and practices. These "formaT professional developmental experiences are supplemented by on-site consultation, coaching, and support from DSC staff during the school year, and continuous access to DSC staff by phone, fax. ore-mail is provided. ,

olis 847

Equally important to the services and support provided by DSC staff is school restructuring to provide on-going opportunities for "partner study and support." In the same way that CDP attempts to create a caring community of learners in the classroom for students, it works to create a caring community of learners in the school for staff. Partner study and support provides regular, on-going opportunities for students to meet together to plan activities, observe one another's lessons. arH discuss and reflect on practice, with the aim of establishing a school culture of reflective prac:ce and a norm of continuous improvement.

(4) Measurable goals and benchmarks: From the beginning, DSC has been committed to rigorous, quantitative evaluation of the CDP program. In addition to having already developed performance assessments for CDPs literature-based reading and language arts curriculum, DSCs research staff are highly trained and well experienced in educational assessment and evaluation, and have developed performance assessments in other curricular areas (e.g., mathematics), as well as instruments and procedures to assess students' social and ethical development.

DSC is also committed to providing teachers with self-assessment tools to monitor progress toward meeting program goals. (A sample "self-assessment" guide is included with these attachments.) To date, these have been in the areas of building school community and implementation of CDPs literature program, but self-assessment tools to support reflective practice in other areas are currently being developed.

(5) Support within the school: DSC will not work with a school to implement CDP without support at the district and school levels, and within the parent community. Before agreeing to work with a school. DSC representatives meet with high-level district staff (e.g.. Superintendent or Assistant Superintendent), parent groups (eg., PTA), and the school staff. In addition to expressions of support for the reform effort among central office staff and parent groups, a minimum of 80% of the school staff must indicate their commitment to implement CDP by secret ballot. The district and school also must agree to provide release time for school staff to attend staff development institutes and workshops, and to engage in partner study and support.

(6) Parental and community involvement: As indicated in the model description, parental involvement is a major component of the CDP reform effort. Parents participate as members of a school coordinating committee to plan and conduct school-wide activities that promote inclusion, non-competitiveness, and the values of a caring community. The CDP parent involvement curriculum consists of activities that are coordinated with the curriculum and are relevant to family interests and experiences (see: Developmental Studies Center (1995.1998). Homeside Activities).

(7) External technical support and assistance: DSC has over 18 years of experience in conducting comprehensive school reform and improvement Its staff of approximately 40 full-time professionals is well-equipped to provide schools with staff development and support in all aspects of school reform, including curriculum, instructional practices, organization, climate, and evaluation. In addition, as a result of training of trainers" programs. DSC can draw upon practitioner/trainers on the East and West coasts and in the Midwest and South to augment the professional development services provided by its own staff.

.2/6 848 (8) Evaluation strategics: DSC is well-equipped to assist schools with the evaluation of their implementation of the CDP reform program. DSC research staff have extensive experience in educational research and evaluation, have developed a battery of reliable and valid instruments to assess program implementation and effects on teachers and students, and can provide schools with consultation and technical assistance in the areas of evaluation design, assessment, and data analysis.

(9) Coordination of resources: DSC has previously worked with school districts to coordinate utilization of various federal, state, local, and private resources (eg., school-wide Title I funds, grants and resources from the Bay Area School Reform Collaborative) with the CDP program, and will continue to provide such assistance to additional schools wishing to implement CDP.

An 849 17. Attach a description of how the charter school will implement New York State-required tests [Attachment 17].

The Tapestry Charter School will administer the required New York State elementary and intermediate level tests as follows:

4 grade—English Language Arts; Math and Science. 5 grade—Social Studies.

The results of these tests will be used to modify and strengthen our program as a part of our formative evaluation process, for the purpose of meeting or exceeding student performance standards. In addition, the Tapestry Charter School will use the Early Literacy Profile assessment (developed by the New York State Education Department in partnership with the National Center for Restructuring Education, Schools and Teaching). This assessment will be used in grades K-3 to identify students who need academic intervention services in order to demonstrate proficiency on the State's 4th grade English Language Arts examination. Appropriate intervention will be provided.

w ^50 ^ ^^wh^c^^anys^a^dard^ed^es^swou^d be ^^ed by ^hechar^e^ schools a^d^o^^^e^e^u^ed^lew^r^S^e assessments and e^p^n why such s^anda^d^ed^estswerese^eo^e^^ttachmen^^^

The Tapestry Charter school will provide for supplemental student assessments asfollows^ TheTerra^lova^chievementTest^ill be administered to students onayearly basis ^in the Springs commencing in the first grade. Specifically, the ^asic multiple assessments componentwillbe utilised, kindergarten studentswill be administered the Comprehensive Test of 8asic Skills ^CT8S8asic8attery^, as the Terra ^lova does not address kindergarten assessment. TheTerrar^lova measures student progress in^eading,^athematics,and language ^rts. The use of the Terra ^ova will provide feedback regarding criterion- referenced,objective mastery as well as norm-based reporting. Determination of student proficiency according to the standards will allow the school to monitor progress and revise instruction. annual spring testingin all grades will allowfor longitudinal evaluation of student performance. Thesetestswill also providea measureof student and school achievement relative to other public schools in ^lew^or^ and across the nation, including the Buffalo ^ublicSchools. entering kindergarten students will be screened using the ^oehm-Slater to assess readiness sl^ills.This device will provide samples ofthe students development in l^ey readiness areassuch as understanding and using language, listening skills, letter and number awareness, recognition of colors, body awareness and auditory and visual discrimination.Thisassessmentwill provide baseline information on each student so we can ascertain progress. Students who perform below expectation ^whose scores fall within the high-ris^area^will be flagged and receive additional enrichment and support. These students will be monitored by the school Child Study team and referred for additional assessment if progress is not seen within the first three months of school. This assessment deviceis used by Buffalo ^ublicSchools,aswell.

^^ 851 19. Provide the methods of assessment, besides the state-required tests and any standardized test, that would be used by the charter school and how they would measure student performance and attainment of the school's learning standards [Attachment 19].

The following Developmental Checklists show the relationship between the grade level benchmarks and the New York State Learning Standards. The Tapestry Charter School will use the grade level checklists from the Work Sampling System to measure how children are progressing toward the New York State Learning Standards. The checklists will be completed three times a year.

I. PERSONAL AND SOCIAL DEVELOPMENT A. Self Concept 1. Shows comfort and confidence with self (Grades: K, 1,2,3,4,5,6) (NYS Standards: E/LA 1,4) 2. Shows initiative and self-direction in actions (Grades: K, 1,2,3,4,5,6) (NYS Standards: SS 5) B. Self Control 1a. Follows classroom rules and routines (Grades: K, 1, 2, 3) (NYS Standards: SS 5; E/U\ 1,2,4) 1 b. Acts with responsibility and independence (Grades: 4, 5,6) (NYS Standards: E/LA 5 and SS 5) 2. Uses classroom materials purposefully and respectfully (Grades: K, 1,2, 3) (NYS Standards: SS 5, TA 2) 3a. Manages transitions and adapts to changes in routine (Grades: K, 1) (NYS Standards: SS 5) 3b. Manages and adjusts behavior to new places and unexpected events (Grades: 2, 3) (NYS Standards: SS 5) 4. Uses coping strategies to manages a range of feelings and situations (Grades: 4, 5, 6) (NYS Standards: E/LA 1,4) „ C. Interactions with Others 1a. Interacts easily with one or more children when playing or working cooperatively with others (Grades: K) (NYS Standards: SS 5) 852 1 b. Interacts easily with peers when playing or working cooperatively (Grades: 1,2, 3) (NYS Standards: SS 5) 1 c. Begins to maintain close friendships without excluding others (Grades: 4,5) (NYS Standards: SS 5) 1 d. Develops friendships while being friendly and respectful to others (Grades: 6) (NYS Standards: E/LA 1,3,4) 2a. Interacts easily with familiar adults (Grades: K) (NYS Standards: SS 5) 2b. Interacts easily with adults (Grades: 1,2, 3,4, 5,6) (NYS Standards: SS 5) 3a. Participates in the group life of the class (Grades: K, 1,2) (NYS Standards: SS5) 3b. Participates in the group life of the class and school (Grades: K, 1,2) (NYS Standards: SS5) 3c. Works cooperatively and collaboratively in classroom and school activities (Grades: 4) (NYS Standards: E/LA 1,4; SS 5) 3. Works cooperatively and collaboratively in group activities (Grades: 5, 6) (NYS Standards: E/LA 1, 3,4; SS 5) 4a. Participates and follows rules in group activities (Grades. K) (NYS Standards: SS 5) 4b! Plays cooperatively in group games (Grades: 1) (NYS Standards: S5) 4c. Plays cooperatively and fairly in group games (Grades: 2, 3) (NYS Standards: SS 5) 5a. Shows empathy and caring for others (Grades: K, 1,2, 3) (NYS Standards:) 5b. Considers others' viewpoints and feelings (Grades: 4. 5.6) (NYS Standards: EL/A 1, 2, 3, 4; SS 5) D. Conflict Resolution 1 a. Seeks adult help when needed to resolve conflicts (Grades: K) QK (NYS Standards: E/LA1, 4; SS 5) 33J 1 b. Begins to use discussion and compromise to resolve conflicts (Grades: 1) (NYS Standards: E/LA 1, 4; SS 5) 1 c. Uses discussion and compromise to resolve conflicts (Grades: 2, 3, 4, 5, 6) (NYS Standards: E/LA 1, 4; SS 5) 2a. Uses words to resolve conflicts (Grades: K) (NYS Standards: E/LA 1, 4; SS 5) 2b. Seeks help when unable to resolve conflicts independently (Grades: 1) (NYS Standards: E/LA 1, 4; SS 5) 2c. Seeks help and uses suggestions when unable to resolve conflicts independently (Grades: 2, 3,4, 5, 6) (NYS Standards: E/LA 1, 4; SS 5) E. Approach to Learning 1 a. Shows eagerness and curiosity as a learner (Grades: K, 1, 2, 3) (NYS Standards: SS 5 and PE 3) 1 b. Shows initiative and personal investment as learner (Grades: 4, 5,6) (NYS Standards: SS 5 and PE 3) 2a. Chooses new as well as a variety of familiar classroom activities (Grades: K) (NYS Standards: E/LA 3,4; SS 5; PE 3) 2b. Begins to make independent choices of materials, activities, work/play partners (Grades: 1) (NYS Standards: E/LA 3, 4; SS 5; PE 3) 2c. Makes independent choices of materials, activities, work/play partners (Grades: 2, 3) (NYS Standards: E/LA 3,4; SS 5; PE 3) 2d. Sets personal goals and is self-reflective • (Grades: 4, 5,6) (NYS Standards: E/LA 3, 4; SS 5; PE 3) 3. Approaches tasks with flexibility and inventiveness (Grades: K-6) (NYS Standards: M/S/T1, 2) 4a. Sustains attention to work over a period of time (Grades: K, 1,2,3,4,5,6) (NYS Standards: PE 1, 2, 3; CD 3) 4b. Chooses to use time wisely and works in a focussed manner (Grades: 5, 6) (NYS Standards: PE 1, 2, 3; CDS) LANGUAGE AND LITERACY 854 A. Listening 1a. Listens for meaning in discussions and conversations (Grades: K, 1,2, 3) (NYS Standards: E/LA 1,2,3, 4) 1b. Listens for meaning and to gain information in discussions and conversations (Grades: 4) (NYS Standards: E/LA 1,2, 3, 4) 1 c. Listens to acquire information and understanding (Grades: 5, 6) (NYS Standards: E/LA 1,2, 3,4; TA 3,4) 2a. Follows directions that involve a series of actions (Grades: K, 1) (NYS Standards: E/LA, 1,2) 2b. Follows directions that involve a multi step sequence of actions (Grades: 2, 3) (NYS Standards: E/LA 1,2) B. Speaking 1a. Speaks clearly, conveying ideas in discussions and conversations (Grades: K, 1,2, 3) (NYS Standards: E/LA, 3, 4) 1b. Speaks coherently, conveying ideas in discussions and conversations (Grades: 4) (NYS Standards: E/LA 1,2,3, 4) 1c. Conveys ideas confidently and coherently (Grades: 5, 6) (NYS Standards: E/LA 1, 2, 3, 4) 2a. Uses language for a variety of purposes (Grades: K, 1, 2) (NYS Standards: E/LA 1, 2) 2b. Uses language flexibly for a variety of purposes (Grades: 3, 4, 5, 6) (NYS Standards: E/LA 1, 2, 3, 4; TA 1, 3; LOTE 1, 2) C. Literature and Reading 1a. Listens with interest to stories read aloud (Grades: K) (NYS Standards: E/LA 1) 1 b. Listens with interest to stories and other text read aloud (Grades 1) 1c. Shows sustained interest in independent reading activities (Grades: 2) (NYS Standards: E/LA 1, 2) 1 d. Shows sustained interesting a variety of independent reading activities (Grades: 3)

,423 (NYS Standards: E/LA 1,2) 1 e. Reads fluently and independently 855 (Grades: 4. 5.6) (NYS Standards: E/LA 1,2,3, 4; TA 2, 3) 2a. Shows independent interest in reading-related activities (Grades: K, 1) (NYS Standards: E/LA 1,2) 2b. Uses a variety of strategies to construct meaning from print (Grades: 2) (NYS Standards: E/LA 1,2) 2c. Uses a wide variety of strategies to construct meaning from print (Grades: 3) (NYS Standards: E/LA 1,2) 2d. Uses a variety of strategies to gain meaning from text (Grades: 4) (NYS Standards: E/LA 1,2,3) 2e. Chooses appropriate strategies to construct meaning from text (Grades: 5, 6) (NYS Standards: E/LA 1,3,4) 3a. Predicts what will happen next using pictures and content for guides (Grades: K) (NYS Standards: E/LA 2) 3b. Uses strategies to construct meaning from print (Grades: 1_ (NYS Standards: E/LA 1,2) 3c. Understands and interprets a story or other text (Grades: 2, 3) (NYS Standards: E/LA1, 2) 3d. Analyzes and interprets information from a story or other text (Grades: 4) (NYS Standards: E/LA 1,2,3) 3e. Analyzes and interprets information from various texts (Grades: 5, 6) (NYS Standards: E/LA 1,2,3) 3f. Analyzes and interprets information from narrative and expository texts (Grades: 6) (NYS Standards: E/LA 1,2,3) 4a. Retells information from a story (Grades: K) (NYS Standards: E/LA 2) 4b. Understands and interprets a story or other text (Grades: 1) (NYS Standards: E/LA 1,2) 4c. Reads text independently for varied purposes (Grades: 2) (NYS Standards: E/LA 1,2,3) ^i 4d. Reads text fluently, independently, and for varied purposes Q^a (Grades: 3) 50D (NYS Standards: E/LA 1,2, 3) 4e. Locates and uses a variety of texts to gain information (Grades: 4, 5, 6) (NYS Standards: E/LA 1, 2,3 and M/S/T2) 5. Recognizes the association between spoken and written words (Grades: K) (NYS Standards: E/LA 1) D. Writing 1 a. Uses letter-like shapes or letters to depict words or ideas (Grades: K) (NYS Standards: E/LA1) 1 b. Writes words, phrases, and sentences to convey meaning (Grades: 1) (NYS Standards: E/LA 1,2) 1 c. Uses writing to convey meaning for a variety of purposes (Grades: 2) (NYS Standards: E/LA 1,2,3,4) 1 d. Uses writing to convey meaning for a wide variety of purposes (Grades: 3) (NYS Standards: E/LA 1,2,3. 4) 1 e. Uses different forms of writing to communicate (Grades: 4, 5,6) (NYS Standards: E/LA 1,2,3, 4; 7A 1, 3) 2a. Copies or write words needed for work or play (Grades: K) (NYS Standards: E/LA 1) 3a. Generates ideas for simple stories and composes drafts (Grades: 1) (NYS Standards: E/LA 1,2) 3b. Composes stories with a beginning sense of sequence (Grades: 2) (NYS Standards: E/LA 1,2) 3c. Composes sequential stories with understanding of beginning, middle, and end (Grades: 3) (NYS Standards: E/LA 1,2) 3d. Writes in an organized and coherent manner (Grades: 4, 5, 6) (NYS Standards. E/LA 1, 2, 3) 4a. Makes a change in the content of a story for clarity or elaboration (Grades: 1) (NYS Standards: E/LA 1,2,3) 4b. Rereads writing and makes changes to clarify or elaborate (Grades: 2) ;&3 (NYS Standards: E/LA1,2, 3) 857 4c. Rereads and reflects on writing, making changes to clarify or elaborate (Grades: 3) (NYS Standards: E/LA 1,2, 3) 4d. Rereads, reflects and makes revisions (Grades: 4, 5) (NYS Standards: E/LA 1,2, 3, 4) 5a. Reviews a rough draft and makes some mechanical corrections (Grades: 3) (NYS Standards: E/LA 1,3) 5b. Proofreads a rough draft and makes corrections its mechanics (Grades: 4, 5,6) (NYS Standards: E/LA 1,2,3, 4; M/S/T2) 6a. Shows beginning understanding of research writing (Grades: 4) (NYS Standards: E/LA 1,2, 3) 6b. Demonstrates research-writing skills (Grades: E/LA 1,2, 3) E. .Spelling 1 a. Uses strategies to create invented spellings (Grades: 1) (NYS Standards: E/LA 1,2,3, 4) 1 b. Uses varied strategies to create invented spellings (Grades: 2) (NYS Standards: 1 c. Uses standard spelling with some frequency (Grades: 3) (NYS Standards: E/LA 1,2,3, 4) 1 d. Shows increasing control of standard spellings (Grades: 4) (NYS Standards: E/LA 1,2,3) 1 e. Shows control of standards spellings (Grades: 5) (NYS Standards: E/LA 1,2, 3; M/Sfi* 2) 2a. Attempts to use closer approximations of conventional spellings (Grades: 1) (NYS Standards: E/LA 1,2,3, 4) 2b. Uses some conventional spellings (Grades: 2 (NYS Standards: E/LA 1,2,3, 4) III. MATHEMATICAL THINKING A. Approach to Mathematical Thinking 1a. Shows interest in solving mathematical problems (Grades: K) (NYS Standards: M/Sfl" 1, 3) 1 b. Uses strategies to solve mathematical problems .#6 (Grades: 1,2, 3) oco (NYS Standards: M/S/T 1,3) OJO 1 c. Uses strategies flexibly to solve mathematical problems (Grades: 4) (NYS Standards: M/S/T 1,3) 1 d. Approaches mathematical problems with curiosity and flexibility (Grades: 5) (NYS Standards: M/S/T 1,3) 1e. Solves diverse mathematical problems with a variety of thoughtfully chosen approaches (Grades: 6) (NYS Standards: M/S/T 1, 3) 2a. Uses words to describe mathematical ideas (Grades: K) (NYS Standards: M/S/T 1, 3) 2b. Describes and explains mathematical thinking through drawings and words (Grades: 1,2) (NYS Standards: M/S/T 1, 3, and E/LA1) 2c. Communicates mathematical thinking through oral and written language (Grades: 3,4, 5) (NYS Standards: M/S/T 1,3 and E/LA 1) B. Patterns and Relationships 1a. Recognizes patterns and duplicates or extends them (Grades: K) (NYS Standards: M/S/T 1) 1b. Makes, copies, and extends patterns with actions, objects, and words (Grades: 1) (NYS Standards: M/S/T 1, 3) 1c. Makes, copies, and extends patterns with actions, objects, words, and numbers (Grades: 2) (NYS Standards: M/S/T 1, 3) 1d. Uses the concept of patterning to make predictions and draw conclusions (Grades. 3) (NYS Standards: M/S/T 1,3) 1e. Applies an understanding of patterns to make predictions and draw conclusions (Grades: 5) (NYS Standards: M/S/T 1,3,6) 1f. Uses patterns and functions to represent mathematical situations and to solve problems (Grades: 6) (NYS Standards: M/S/T 1,2,3, 5) 1g. Expresses mathematical relationships algebraically (Grades: 6) (NYS Standards: M/S/T 1,3,7) 859 2a. Sorts objects into subgroups, classifying and comparing according to a rule (Grades: K) (NYS Standards: M/S/T 3) 2b. Sorts, classifies, and compares objects recognizing attributes of subgroups (Grades: 1) (NYS Standards: M/S/T 1,3) 2c. Sorts, classifies, and compares objects using attributes and quantities (Grades: 2) (NYS Standards: M/S/T 1,3) 2d. Uses sorting and classifying to organize information and make predictions (Grades: 3) (NYS Standards: M/S/T 1,3) 2e. Uses sorting, classifying, and comparing to analyze data (Grades: 4, 5) (NYS Standards: M/S/T 1,3) 3. Orders or seriates a variety of objects on the basis of several attributes (Grades: K) (NYS Standards: M/S/T 1, 3) Number Concept and Operation 1 a. Shows understanding of the concept of number and quantity (Grades: K) (NYS Standards: M/S/T 1, 3) 1 b. Shows understanding of quantity (Grades: 1) (NYS Standards: M/S/T 1,3) 1 c. Models, reads, writes, and compares whole numbers (Grades: 2, 3) (NYS Standards: M/S/T 1,3) 1 d. Shows understanding of number quantities and their relationships (Grades: 4, 5) (NYS Standards: M/S/T 1, 3,7) 1e. Shows understanding of and makes connections between number representations (Grades: 6) (NYS Standards: M/S/T 1,3,7) 2a. Begins to understand relationships between quantities (Grades. K) (NYS Standards: M/S/T 1, 3) 2b. Uses strategies to add and subtract one and two digit numbers (Grades: 1) (NYS Standards: M/S/T 1, 3)

aaa 2c. Uses strategies to add and subtract numbers (Grades: 2,3) ggQ (NYS Standards: M/S/T 1,3) 2d. Selects and uses appropriate strategies for addition and subtraction (Grades: 4) (NYS Standards: M/S/T 1, 3, 7) 2e. Uses appropriate strategies for addition, subtraction, multiplication and division (Grades: 5) (NYS Standards: M/S/T 1, 3, 7) 2f. Uses basic mathematical computations to solve problems efficiently (Grades: 6) (NYS Standards: M/S/T 1, 3, 7) 2g. Makes reasonable estimates using appropriate strategies (Grades: 6) (NYS Standards: M/S/T 1,3,7) 2h. Can manipulate fractions, decimals, and percents to solve problems (Grades: 6) (NYS Standards: M/S/T 1,3,7) 3a. Begins to understand place value (Grades: 1) (NYS Standards: M/S/T 1, 3) 3b. Shows developing understanding of place value (Grades: 2) (NYS Standards: M/S/T 1, 3)( 3c. Applies understanding of place value to problem solving (Grades: 3) (NYS Standards: M/S/T 1,3) 4a. Makes reasonable estimates of quantities (Grades: 1) (NYS Standards: M/S/T 1, 3) 4b. Makes reasonable estimates of quantities and checks answers (Grades: 2, 3) (NYS Standards: M/S/T 1, 3) 5a. Uses simple strategies to multiply and divide (Grades: 2) • (NYS Standards: M/S/T 1, 3) 5b. Uses some strategies to multiply and divide whole numbers (Grades: 3) (NYS Standards: M/S/T 1, 3) 6a. Shows some understanding of halves, thirds, and fourths as parts of wholes (Grades: 3) (NYS Standards:) 6b. Shows beginning understanding of fractions, decimals, and percents (Grades: 4) (NYS Standards: M/S/T 1,3) 6c. Shows an understanding of fractions, decimals, and percents 861 (Grades: 5) (NYS Standards: M/S/T 1,3) 6d. Can manipulate fractions, decimals, and percents to solve problems (Grades: 6) (NYS Standards: M/S/T 1,3,7) D. Geometry and Spatial Relations 1 a. Identifies, labels, and creates a variety of shapes (Grades: K) (NYS Standards: M/S/T 3 and E/LA 1) 1 b. Recognizes properties of shapes and relationships among shapes (Grades: 1,2) (NYS Standards: M/S/T 1, 3) 1c. Recognizes properties of 3-D shapes and relationships among them (Grades: 3) (NYS Standards: M/S/T 1, 3) 1 d. Identifies, classifies and compares the properties of 2-D and 3-D shapes (Grades: 4,5) (NYS Standards: M/S/T 1,3) 2a. Shows understanding of and uses positional words (Grades: K) (NYS Standards; M/S/T 3 and E/LA 1) 2b. Explores and solves simple spatial problems using manpulatives and drawings (Grades: 1) (NYS Standards: M/S/T 1, 3) 2c. Explores and solves spatial problems using manipulatives and drawings (Grades: 2) (NYS Standards: M/S/T 1, 3) 2d. Explores and solves complex spatial problems using manipulatives and drawings (Grades: 3) (NYS Standards: M/S/T 1, 3) 2e. Uses some strategies to solve problems involving spatial relationships (Grades: 4) (NYS Standards: M/S/T 1, 3) 2f. Uses strategies to solve problems involving perimeter, area, and volume (Grades: 5) (NYS Standards: M/S/T 1, 3) 2g. Uses geometric identities, properties, and relationships creatively (Grades: 6) (NYS Standards: M/S/T 1, 3) 2h. Shows spatial visualization skills through use of various mathematical tools (Grades: 6) J30 (NYS Standards: M/S/T 1,3) Measurement 862 1 a. Shows understanding of and uses comparative words (Grades: K) (NYS Standards: M/S/T 3 and E/LA 1) 1b. Describes, estimates, and measures using non-standard units (Grades: 1,2) (NYS Standards: M/S/T 1,3) 1c. Describes, estimates, and measures using non-standard and standards units (Grades: 3) (NYS Standards: M/S/T 1,3) 1 d. Estimates and measures using standards and non-standards units (Grades: 4) (NYS Standards: M/S/T 1, 3) 1e. Describes, estimates, and measures using standards units (Grades: 5) (NYS Standards: M/S/T 1,3) 1f. Makes reasonable estimates and exact measurements using a variety of tools (Grades: 6) (NYS Standards: M/S/T 1, 3) 1g. Understands, applies, and develops procedures and formulas for measurement (Grades: 6) (NYS Standards: M/S/T 1,3,7) 2a. Estimates and measures using non-standards units (Grades: K) (NYS Standards: M/S/T 1,3) 2b. Uses simple, common instruments for measuring (Grades: 1) (NYS Standards: M/S/T 1,3,7) 2c. Uses common instruments for measuring (Grades: 2) (NYS Standards: M/S/T 1, 3,7) 2d. Uses common instruments for accurate measuring (Grades: 3) (NYS Standards: M/S/T 1.3,7) 3a. Shows interest in common instruments for measuring (Grades: K) (NYS Standards: M/S/T 1, 3) 3b. Shows a beginning understanding of time and uses some time-related words (Grades: 1) (NYS Standards: M/S/T and E/LA 1) 3c. Reads clocks and uses time-related words with relative accuracy

d5i (Grades: 2) (NYS Standards: M/S/T1 and E/LA 1,3) 853 3d. Reads time on a clock and uses time-related words accurately (Grades: 3) (NYS Standards: M/S/T 1 and E/LA 1,3) 4. Shows a beginning understanding of time (Grades: K) (NYS Standards: M/S/T 1) F. Probability and statistics 1 a. Collects data and makes records using lists or graphs (Grades: K) (NYS Standards: M/S/T 3) 1b. Collects and records data using simple tallies, lists, charts, and graphs (Grades: 1) (NYS Standards. M/S/T 3) 1c. Collects and records data using tallies, lists, charts, and graphs (Grades: 2, 3) (NYS Standards: M/S/T 3) 1d. Uses tables, charts, and graphs to collect, record, and analyze data (Grades: 5) (NYS Standards: M/S/T 1,3,7) 1e. Explores, constructs, interprets, and evaluates statistical representations (Grades: 6) (NYS Standards: M/S/T 1,3,7) 2a. Reads a simple graph or chart and bases conclusions on it (Grades: 1) (NYS Standards: M/S/T 1 and E/LA 1) 2b. Reads graphs and charts, and bases conclusions and predictions on them (Grades: 2, 3) (NYS Standards: M/S/T 1 and E/LA 1,3) 3a. Shows an understanding of probability (Grades: 5) '. (NYS Standards: M/S/T 1, 3 and ELA 1, 4) 3b. Conducts probability experiments and describes findings appropriately (Grades: 6) (NYS Standards: M/S/T 1,3,7 and E/LA 1, 3) IV. SCIENTIFIC THINKING A. Observing and Investigating 1a. Uses senses to observe characteristics and behaviors of living and non- living things (Grades: K) (NYS Standards: M/S/T 4) 1 b. Observes characteristics and behaviors of living and non-living things (Grades: 1,2, 3) (NYS Standards: M/S/T 4) 864 1c. Observes objectively, notices details, and orders observations (Grades: 5,6) (NYS Standards: M/S/T 4) 2a. Uses tools to gather information (Grades: K) (NYS Standards: M/S/T 4, 6, 7) 2b. Recognizes some ways tools can be used to gather scientific information (Grades: 1,2, 3) (NYS Standards: M/S/T 5, 6, 7) 2c. Uses tools with some accuracy to gather scientific information (Grades: 5) (NYS Standards: M/S/T 4, 5, 7) 2d. Uses scientific tools and shows understanding of their role in scientific inquiry (Grades: 6) (NYS Standards: M/S/T 5, 6, 7) 3a. Makes comparisons among objects that have been observed (Grades: K) (NYS Standards: M/S/T 1,4) 3b. Classifies and compares living and non-living things in different ways (Grades: 1,2) (NYS Standards: M/S/T 3, 4) 3c. Classifies, categorizes, and compares living and non-living things in different ways (Grades: 3) (NYS Standards: M/S/T 3, 4) 3d. Uses standard scientific systems to classify living and non-living things (Grades: 6) (NYS Standards: M/S/T 3, 4) 4a. Seeks answers to questions through active investigation (Grades: K, 1,2, 3) (NYS Standards: M/S/T 4, 5, 6) 4b. Shows some understanding of how to use the scientific method (Grades: 5) (NYS Standards: M/S/T 4, 5,6, 7) 4c. Uses scientific method to observe and investigate (Grades: 6) (NYS Standards: M/S/T 4, 5,6, 7) B Questioning and Predicting 1 a. Expresses wonder and seeks information about the natural world (Grades: K, 1) (NYS Standards: M/S/T 4) 1 b. Asks questions about the natural and physical world (Grades: 2, 3) (NYS Standards: M/S/T 4, 5,6) 1c. Formulates scientific questions about the physical and natural world

<533 (Grades: 4, 5) (NYS Standards: M/S/T4, 5,6) 1d. Formulates and tests scientific questions about the physical and natural world (Grades: 6) (NYS Standards: M/S/T 4, 5,6, 7) 2a. Makes logical predictions when pursuing scientific investigations (Grades: 2, 3) (NYS Standards: M/S/T 1,4,5,6) 2b. Uses evidence and prior knowledge to make logical scientific predictions (Grades: 5) (NYS Standards: M/S/T1,4,5, 6) 2c. Uses evidence, prior knowledge, and research to make logical predictions (Grades: 6) (NYS Standards: M/S/T1, 4,5, 6) C Explaining and Forming Conclusions 1 a. Forms explanations based on observation and experimentation (Grades: K, 1) (NYS Standards: M/S/T 1,4,5 and E/LA1, 2) 1b. Forms explanations and conclusions based on observation and experimentation (Grades: 2, 3) (NYS Standards: M/S/T 4) 1 c. Draws conclusions based on observations and experimentation (Grades: 4, 5, 6) (NYS Standards: M/S/T 1,4,5,6,7 and E/LA 1) 2a. Communicates scientific information in various ways (Grades: 3) (NYS Standards: M/S/T 4 and E/LA 1) 2b. Describes, records, and explains findings (Grades: 4, 5) (NYS Standards: M/S/T 1,4,5,6,7 and E/LA 1) 2c. Describes, records, explains, compares, and applies findings (Grades: 6) (NYS Standards. M/S/T 1,4,5,6, 7 and E/LA 1) 3a. Forms explanations that acknowledge interactive relationships between systems (Grades: 4, 5) (NYS Standards: M/S/T 2, 4, 5, 6, 7 and E/LA 1) 3b. Explains effects of outside forces on interactive relationships within systems (Grades: 6) (NYS Standards: M/S/T 2, 4,5,6, 7 and E/LA 1) V. SOCIAL STUDIES A. Human Similarities and Differences

c23^r 866 1a. Begins to recognize self and others as having shared and different characteristics (Grades: K) (NYS Standards: SS 1) 1b. Recognizes self and others as having shared and different characteristics (Grades: 1,2, 3) (NYS Standards: SS 1) 1c. Shows understanding of similarities and differences in how people conduct their lives (Grades: 4, 5, 6) (NYS Standards: SS 1 and PE 3) 2a. Identifies similarities and differences in habits, patterns of living, and culture (Grades: K, 1,2) (NYS Standards: SS 1,2) 2b. I Identifies similarities and differences in habits and patterns of living now and in the past (Grades: 3) (NYS Standards: SS 1,2) 2c. Shows some understanding of how human differences can result in conflict (Grades: 4, 5) (NYS Standards: SS 1, PE 3) 2d. Examines events using divergent perspectives (Grades: 6) (NYS Standards: SS 1,2, 3; PE 3) B. Human Interdependence 1 a. Begins to understand family structures and roles (Grades: K) (NYS Standards: SS 1,2) 1b. Recognizes some ways people rely on each other for goods and services (Grades: 1,2) (Grades: SS 1,2) 1c. Recognizes ways people rely on each other for goods/services now and in the past (Grades: 3) (NYS Standards: SS 1,2) 1d. Shows some understanding of how people rely on each other for economic needs (Grades: 4, 5) (NYS Standards: SS 1,2) 1e. Understands that group success or failure depends on people working together effectively (Grades: 6)

J35 (NYS Standards: SS 1,2) °*>' 2a. Describes some people's jobs and what is required to perform them (Grades: K) (NYS Standards: SS 5 and CD 1) 2b. Shows understanding of what people need to accomplish their jobs (Grades: 1,2) (NYS Standards: SS 5 and CD 1) 2c. Describes some jobs of the past and how people did them (Grades: 3) (NYS Standards: SS 5) 3a. Begins to be aware of technology and how it affects their lives (Grades: K) (NYS Standards: SS 2, 3, and M/S/T 1,4,6) 3b. Identifies some ways technology influences people's lives (Grades: 1,2, 3) (NYS Standards: SS 2, 3, and M/S/T 7) 3c. Shows some understanding of the historical interaction between people and technology (Grades: 4, 5) (NYS Standards: SS 1, 2, 3 and M/S/T 7) Rights and Responsibilities 1 a. Recognizes the reasons for rules (Grades: K) (NYS Standards: SS 5) 1 b. Shows beginning understanding of why rules exist (Grades: 1, 2) (NYS Standards: SS 5) 1c. Shows some understanding of how rules and laws protect people and property (Grades: 3) (NYS Standards: SS 5) 1d. Recognizes how individuals participate in society (Grades: 4, 5) (NYS Standards: SS 5) 1e. Recognizes that people's rights and responsibilities depend on the values of that society ' (Grades: 6) (NYS Standards: SS 5) 2a. Recognizes the reasons for leadership (Grades: K) (NYS Standards: SS 4, 5) 2b. Recognizes the qualities of good leadership (Grades: 1) (NYS Standards: SS 4, 5) 2c. Recognizes the characteristics of good leadership and fair decision- making (Grades: 2) 868 (NYS Standards: SS 4, 5) 2d. Shows beginning understanding of government functions (Grades: 3) (NYS Standards: SS 4, 5) 2e. Shows beginning understanding of the purpose and structures of government (Grades: 4, 5, 6) (NYS Standards: SS 4, 5) People and Where They Live 1 a. Shows interest m how people affect the environment (Grades: K) (NYS Standards: SS 2,3) 1 b. Begins to recognize how people affect their environment (Grades: 1) (NYS Standards: SS 3, 4) 1 c. Recognizes how people affect their environment (Grades: 2, 3) (NYS Standards: SS 3, 4) 1d. Recognizes how individuals participate in society (Grades: 4, 5) (NYS Standards: SS 5) 1 e. Recognizes the impact people have on their environment (Grades: 6) (NYS Standards: SS 3, 4) 2a. Begins to identify ways the environment affects how people live and work (Grades: 1) (NYS Standards: SS 2, 3) 2b. Identifies ways the environment affects how people live and work (Grades: 2, 3) (NYS Standards: SS 3,4 and CD 1) 2c. Shows an understanding of how environmental factors shape people's lives (Grades: 4, 5) (NYS Standards: SS 3, 4, and CD 1) 3a. Expresses beginning geographic thinking (Grades: K) (NYS Standards: SS 1,2) 3b. Shows beginning understanding that maps represent actual places (Grades: 1) (NYS Standards: 1,2) 3c. Recognizes that maps represent actual places, and uses simple mapping skills (Grades: 2) (NYS Standards: SS 1,2)

,231 3d. Reads and makes simple maps o c q (Grades: 3) oua (NYS Standards: SS 1,2) 3e. Reads and constructs maps (Grades: 4) (NYS Standards: SS 1,2, 3) 3f. Reads, interprets, and constructs a variety of maps (Grades: 5) (NYS Standards: SS 1,2, 3) 3g. Reads, interprets, and constructs different maps for a variety of purposes (Grades: 6) (NYS Standards: SS 1,2, 3) E. People and the Past 1a. Shows beginning understanding of time and how the past influences people's lives (Grades: 1,2) (NYS Standards: SS 1,2) 1 b. Shows understanding of time and how the past influences people's lives (Grades: 3) (NYS Standards: SS 1,2) 1 c. Shows an understanding of the variety of ways people designate time (Grades: 6) (NYS Standards: SS 1,2) 1d. Shows understanding of how different civilizations flourished simultaneously (Grades: 6) (NYS Standards: SS 1,2, 4, 5) 1e. Shows understanding of the impact on basic needs of changes in technology (Grades: 6) (NYS Standards: SS 1, 2, 3, 4; M/S/T6) VI. THE ARTS A. Expression and Representation 1a. Uses a variety of art materials to explore and express ideas and emotions (Grades: K, 1) (NYS Standards: TA1) 1b. Uses the arts to express and represent ideas, experiences, and emotions (Grades: 2, 3) (NYS Standards: TA1) 2a. Participates in and enjoys group music experiences, creative movement, dance, and drama (Grades: K) (NYS Standards: TA1)

c23% 870 2b. Experiments with new ideas, materials, and activities in the arts • (Grades: 1,2,3) (NYS Standards: TA 2,4) 2c. Experiments with new ideas and integrates the arts with other subject areas (Grades: 6) (NYS Standards: TA 2, 3, 4; E/LA 2) B. Artistic Appreciation 1 a Shows interest in the work of others (Grades: K, 1,2,3) (NYS Standards: TA 3,4) 1 b. Expresses interest in and appreciation of others' work (Grades: 6) (NYS Standards: TA 1,3) 2. Interprets and extracts meaning from artistic products and experiences (Grades: 1,2, 3) (NYS Standards: TA 4) VII. PHYSICAL DEVELOPMENT A. Gross Motor Development 1 a. Uses balance and control to perform large motor tasks (Grades: K) (NYS Standards: PE1) 1 b. Moves with balance and control (Grades: 1) (NYS Standards: PE1) 1c. Moves with agility, balance, and control (Grades: 2) (NYS Standards: PE1) 1d. Moves with agility, speed, and coordination while performing complex tasks (Grades: 3) (NYS Standards: PE 1) 1e. Moves whole body with coordination and control while performing complex tasks (Grades: 4) (NYS Standards: PE 1,2) 2a. Coordinates movements to perform tasks (Grades: K, 1) (NYS Standards. PE1) 2b. Coordinates movements to perform complex tasks (Grades: 2) (NYS Standards: PE 1) 2c. Demonstrates coordinated movements in games, sports, and other activities (Grades: 3) (NYS Standards: PE 1)

^3<7 871 2d. Applies gross motor skills in games, sports, and other physical activities (Grades: 4, 5) (NYS Standards: PE 1,2) 2e. Engages in activities that require endurance, muscular strength, and flexibility (Grades: 6) (NYS Standards: PE 1,2) B. Fine Motor Development 1 a. Uses strength and control to accomplish fine motor tasks (Grades: K, 1,2, 3) (NYS Standards. PE1) 1 b. Combines and organizes several fine motor skills to produce a product independently (Grades: 4, 5,6) (NYS Standards: PE 1) 2. Uses eye-hand coordination to perform fine motor tasks (Grades: K, 1,2, 3) (NYS Standards: PE 1) 3a. Uses writing and drawing tools with some confidence and control (Grades: K, 1,2) (NYS Standards: PE 1) 3b. Uses writing and drawing tools with confidence and control (Grades: 3) (NYS Standards: PE 1) 3c. Uses tools with coordination and control (Grades: 4) (NYS Standards: PE 1 and E/LA1) 3d. Uses tools and materials with confidence and control (Grades: 5) (NYS Standards: PE 1 and E/LA 1) 3e. Uses tools and materials proficiently (Grades: 6) (NYS Standards: PE 1 and E/LA 1) C. Personal Health and Safety 1. Performs self-care tasks competently (Grades: K) (NYS Standards: PE 1) 2a. Shows interest in health and safety issues (Grades: K) (NYS Standards: PE 2) 2b. Shows beginning understanding of how to maintain physical health and well being (Grades: 1) (NYS Standards: PE 2) 2c. Shows understanding of how to maintain physical health and well being (Grades: 2, 3) (r^^tandards.^^) ^^ ^ ^hows familiarity and knowledge of current issues related to health and safety (^rades^5) (r^^^tandards^5^^^) ^e ^hows familiarity and knowledge of current issues related to personal health and safety (^rades^) (^^^tandards^5^^^) ^f. ^Ises problem solving methods and makes decisionsthat promote personalwell-being (Orades^^5^) (r^^tandards^5^^)

Inaddition to thechecklists^the Work^ampling^ystem alsoconsistsof portfolios of children^ work and summary reports, portfolio assessment is structured around core Items (curriculum domainrepresentations)and Individualized Items (multiple-domain or personalized accomplishments). Assessments based on the Work sampling approach occurthree times peryear^hey are designed to reflect classroom goals and objectives and assist teachers keep track ofchildrens continuous progress, nummary reports combine information teachers glean from the developmental checklists and portfolios plus their own knowledge of the student to make evaluative decisions about each childs progress nummary reports are conducted three timesa year (fall^winter and spring) and are designed to inform parents and students where they stand in relationship to grade-level benchmarks which in turn correlate with the l^lew^ork^tandards(seefollowing pages).

^^ Faii Observation Period

3?3

Winter Observation Period

Spring Observation Period

Six I I Personal and Social Development C Literature and reading F w $ Net >et A Setf concept F W i 1 Shows sustained interest in a variety o' m P'ocess 1 Shows comfort and confidence with self (p. i) Not Yet independent reading activities

Prodceit in Process Not Yet Proficient 2 Uses a wide variety of strategies to construct In Process 574 2 Shows initiative and self-direction in actions Not Vet meaning from print (p.?) Proficient In Process Not Yet Proficient Understands and interprets stones or other (p. i) 3 In Process texts (p. 7) Proficient 8 Serf control fW5 Not Yet 1 Follows classroom rules and routines (p. i) Not Yet 4 Reads text fluently, independently, and for In Process in Process Proficient varied purposes (p 8) Proficient 2 Uses materials purposefully and respectfully Not Yet D Writing F W 5 In Process Not Yet (p.2) Proficient ] Uses writing to convey meaning for a wide 1 In Process 3 Manages transitions and adjusts behavior to Not Yet variety of purposes (p.8) Proficient In Process Not Yet new places and unexpected events (p.2) Proficient Uses conventions of written language with 2 In Process increasing accuracy (p.8) C Approach to learning F W S Proficient Not Yet 1 Shows eagerness and curiosity as a learner Not Yet 3 Composes sequential stories with understan- In Process In Process (p.2) Proficient '_ ding of beginning, middle, and end (p.8) Proficient Not Yet 2 Makes independent choices of materials, Not Yet 4 Rereads and reflects on writing, making In Process In Process •activities, and work/play partners (p.2) Proficient changes to clarify or elaborate; (p.8) Proficient Not Yet 3 Approaches tasks with flexibility and Not Yet' 5 Reviews a rough draft and makes some In Process In Process inventiveness (p.3) Proficient [ mechanical corrections (p.9) Proficient 4 Sustains attention to work over a period of Not Yet ' E Spelling F W $ In Process Not Yet time (p.3) Proficient ' 1 Uses standard spellings with some frequency In Process (p.9) D Interactions with others F w S Proficient ' 1 Interacts easily with peers when playing or Not Yet In Process working cooperatively (p.3) Proficient ] I Mathematical Thinking 2 Interacts easily with adults (p.3) Not Yet A Approach to mathematical thinking F W S In Process \ Not Yet Proficient' 1 Uses strategies to solve mathematical In Process 3 Participates in the group life of the class and Not Yet problems (p. 10) Proficient In Process. Not Yet school (p:4) Proficient' Communicates mathematical thinking in Process 4 Plays cooperatively and fairly in group games Not Yet; through oral and written language Proficient ; Not Yet; E Conflict resolution F W S Uses sorting and classifying to organize In Process; 1 Uses discussion and compromise to resolve Not Yet information and make predictions (p.ii) Proficient •' In Process \ conflicts (p.4) Proficient C Number concept and operations F W S 2 Seeks help and uses suggestions when unable Not Yet: 1 Models, reads, writes, and compares whole Not Yet.._.._ m Process ] m Process j_j_ to resolve conflicts independently (p.5) Proficient ' i numbers (pi i) Proficient _J_ Not Yet ]]2 Uses strategies to add and subtract numbers In Process : J. II Language & Literacy (p.ii) Proficient '%]Z NotYet|J A Listening F W S 3 Applies understanding of place value to = In Process •_j_ 1 Listens for meaning in discussions and NotYetZDZ problem solving (pi i) Proficient :__]• in Process._G_.. conversations

: Recognizes properties of 2-D and 3-D shapes |n^£j 3 identifies some ways technology influences and relationships among them ip 131 proficient people's lives (p.20)

N : Explores and solves complex spatial problems (n °^* C Rights and responsibilities jsmg manipulatives and drawings tp 13) Proficient ^ ~ 1 Shows some understanding of how rules and laws help protect people and property (p 20) Measurement ' w s Not Yet Describes, estimates and measures using non- Not Yet 2 Shows beginning understanding of In Process in Process jtandard and standard units (p.i3) Proficient government functions ip.21) Proficient

Uses common instruments for accurate Not Yet D People and where they live In Process Not Yet measuring tp w) Proficient 1 Recognizes how people affect their in Process Not Yet environment rooability and statistics t w 5 people live and work (p.2i> Proficient Not Yet Collects and records data using tallies, lists, Not Yet 3 Reads and makes simple maps

Questioning and predicting F W S 2 Interprets and extracts meaning from artistic Asks questions about the natural and physical Not Yet "D products and experiences (p.23) I i In Process rC2L* world (p. 17) Proficient G__G Makes logical predictions when pursuing NotYetn~G VII Physical Development In Process G=G scientific investigations (p.i7) Proficient G_.C A Gross motor development F W S

Explaining and forming conclusions . F W S 1 Moves with agility, speed, and coordination forms explanations and conclusions based on NotYetGGC while performing complex tasks (p.25) In Process 0=_D observation and experimentation (p.i7) Proficient G:_D 2 Demonstrates coordinated movements in Not Yet In Process Communicates scientific information in NotYetQGG games, sports, and other activities (p.25) Proficient ' In Process G_;D various ways (p 18) Proficient G_G B fine motor development F W S 1 Uses strength, control, and eye-hand Social Studies coordination to accomplish tasks

Serf, family, and community f W $ 2 Uses writing tools with confidence and Not Yet In Process ] Not Yet Recognizes self and others as having shared a::G control (p.25) Proficient in Process and different characteristics (p. t9) CLID Proficient ID C Personal health and safety F W S Identifies similarities and differences in habits Not Yet DC ID 1 Shows understanding of how to maintain In Process 1 and living patterns now and in the past (p. 19) a:ID Proficient :• physical hearth and well-being (p.26) Human interdependence F W 5

Recognizes ways people rely on each other for Not Yet i_r '."• Not VM-child cannot demonstrate indicator F=FAtl In Process m ProcHS-child demonstrates indicator intermittently WsWINTER goods and services now and in the past (p. 19) Proficient Pioflciwt-child can reliably demonstrate indicator S=SPRING Describes some jobs of the past and how Not Yet The Work Sampling System Third Grade Developmental' Guidelines contains In Process full descriptions of each performance indicator. (Number in parentheses indicates people did them

This Checklist is designed to assist teachers, and schools. The Guidelines accomplishments that are not teachers in observing, recording, and incorporate information from a wide loped for this child evaluating an individual child's skills, array of resources, including local, In Process — implies that t knowledge, behaviors, and accom- state, and national standards for knowledge, behaviors, or accol plishments. It is intended to help curriculum development. The Guide- ments represented by this indicator teachers keep track of what children lines are essential for correct and are intermittent or emergent, and are know and can do, and to assist effective use of the Checklist. On the not demonstrated reliably or consis- teachers in planning learning experi- Checklist, each performance indicator tently. ences throughout the year. The includes a reference to the page in behaviors and skills described here the Guidelines where the indicator is Proficient — suggests that this child are those considered to be develop- described. can reliably demonstrate the skills, mentally appropriate for most child- knowledge, behaviors, or accomplish- ren in this grade. How to use The Checklist ments represented by this perfor- First select one of the seven domains mance indicator. Although the child The Checklist is intended to reflect (Personal and Social Development, may have advanced beyond the level common activities and expectations Language and Literacy, Mathematical of difficulty of the indicator, and may in classrooms that are structured Thinking, etc.) and review the no longer participate in activities that around developmental^ appropriate performance indicators that make up involve the indicator, if the teacher activities. Teachers should be able to the domain. Next, after observing the has observed the child perform such complete the Checklist without actu- child repeatedly, working with tasks, and if the tasks are clearly ally testing their children, although him/her in the classroom, and consi- within the child's range or repertoire, some items may require teachers to dering the Guidelines as well as other the indicator should be marked set up specific opportunities or sources of information (Portfolios, "Proficient." activities that enable their students notes, parental comments, etc.), indi- to demonstrate specific skills. We cate how well the child fulfills each When to Complete the recommend that these activities be of the performance indicators shown Checklist integrated into typical classroom on the Checklist by marking the The Checklist is completed three times routines as much as possible. appropriate rating ("Not Yet," "In per year, each time following a period Process," "Proficient"). If a particular of ongoing observation which corres- Developmental Guidelines indicator covers an area of the cur- ponds to one of the Work Sampling The Checklist presents each specific riculum that has not been included System's three collection periods. The skill, behavior, or accomplishment in in this classroom, or that has not yet process of observation and rating the the form of a one-sentence perform- been introduced to this student, write indicators on the Checklist provides ance indicator. The Checklist for each "NA" for "Not Applicable." Space is information which teachers may use age or grade level is accompanied by also available on the front of the to assist their planning. In the fall, a set of detailed Developmental Checklist for brief comments. after becoming acquainted with the Guidelines, which explain and elabor- child, the teacher can use observa- ate each performance indicator on the Checklist by providing a rationale Ratings tions and Checklist ratings to begin These categories reflect the degree to plan activities and experiences to and examples. The rationale provides to which children have acquired the promote growth and development of a context that explains the meaning skill, behavior, and/or demonstrated skills. In the winter, the teacher can and importance of the indicator and the accomplishments required by assess the child's growth and briefly outlines reasonable expecta- each of the performance indicators tions for children of this age. The development and make additional listed in the Checklist and described examples show several ways children modifications of existing curriculum in the Guidelines. Three types of plans. Finally, in the spring, the might demonstrate the skill, or ratings are possible: accomplishment represented by the Checklist provides a detailed sum- mary of the child's development and indicator. Since different teachers Not Yet — indicates that this child accomplishments over the course of might otherwise interpret the same cannot perform this indicator, i.e., the year. indicator in different ways, the Guide- that this performance indicator repre- lines promote consistency of interpre- sents a skill, an area of knowledge, For more information, see the Work tation and evaluation across children, or a specific set of behaviors or Sampling System Teacher's Manual.

The Work Sampling System. XHs MM nmwtgftsioonn.lnc.l'Oeai 1746. Ann Mn. Mxftqan 4*106.1746. l-aoo-4as-3«S Pall Observation Period £21

Winter Observation Period

Spring Observation Period

3,4 6 I I Personal and Social Development C UMnttm and raadng continued f w s NotYet~~G A Serf concept r w $ 3 Analyzes and interprets information from In Process Q 1 Shows comfort and confidence with self (pi) NotYetQCG various texts (p.6) Proficient r* In Process QGG Proficient QGG 4 Locates and uses a variety of texts to gain 2 Shows initiative and self-direction in actions NotYetDGp information (p.7) In Process OL_G (p.D Proficient Q_J J D Writing JU B Serf control f w s 1 Uses different forms of writing to Tocess t_'yQ 1 Acts with responsibility and independence Not Yet QGG communicate (p.7) Proficient Gi_iG In Process GuG Not Yet GGG (P.D Proficient QGG 2 Uses the conventions of written language In Process GULJ 2 Uses coping strategies to manage a range of Not Yet QGG with increasing accuracy (p.7) Proficient GOO In Process GGG feelings and situations (p.2) Proficient GGG 3 Writes in an organized and coherent manner Not Yet GGG In Process GGG C Approach to learning f w s (p.7) Proficient CDG Not Yet 1 Shows initiative and personal investment as a Not Yet GGG 4 Rereads, reflects, and makes revisions (p.8) GOO In Process In Process learner (p.2) Proficient oca Proficient EBB 2 Sets personal goals and is self-reflective (p.2) Not Yet 5 Proofreads a rough draft and makes Not Yet MProcess In Process corrections in its mechanics (p.8) Proficient S§§ Proficient Not Yet m 3 Approaches tasks with flexibility and Not Yet 6 Shows control of standard spellings (p 8) In Process In Process inventiveness (p.3) Proficient §§§ Proficient 4 Chooses to use time constructively and works Not Yet 7 Demonstrates research-writing skills (p.8) Not Yet In Process 888 In Process in a focused manner (p.3) Proficient ana Proficient D feiuradiorawMhatfws rWl 1 Maintains close friendships without excluding Not Yet ooo In Process GOO others (p.3) Proficient OOO III ; Mathematical Thinking 2 Interacts easily with adults (p.3) Not Yet In Process 888 Not Yet OOO Proficient Approaches mathematical problems with nan m Process G00 3 Works cooperatively and collaboratively in Not Yet curiosity and flexibility (p.io) Profiont GOO In Process 888 Not Yet GGQ group activities (pj) Proficient Communicates mathematical thinking using ooo In Process GOD 4 Considers others'viewpoints and feelings (p.4) Not Yet oral and written language (p.io) Proficient GGQ In Process 8S rwi E Cunflct rasohiltan HMM# Applies an urKJerstarxling of pattern to rrwke^^^OQ Not Yet 1 Uses discussion and compromise to resolve II predictions and , 2 Uses appropriate strategies for addition, Not Yet GOO m Process 000 A Urtnt* subtraction, multiplication, and division (p.n) Proficient OOO 1 Listens to acquire information and 3 Makes reasonable estimates of quantities and Not Yet L m Process C understanding (p.5) ooo checks answers

c Probability and statistics F W S D People and where they live Uses tables, charts, and graphs to collect, Not Yet 1 Recognizes positive and negative ways that Not Yet in Process In Process record, and analyze data (pi 3) Proficient people affect their environment (p.20) Proficient Not Yet ~ Shows an understanding of probability (p. 13) Not Yet 2 Shows an understanding of how environ- In Process [ In Process Proficient ' mental factors shape people's lives (p.20) Proficient 3 Reads, interprets, and constructs a variety of Not Yet ' in Process maps (p.20) Proficient I Scientific Thinking

A Observing and investigating F W S Observes objectively, notices details, and Not Yet VI The Arts In Process orders observations (pis) Proficient A Expression and representation F w s **. Uses tools with some accuracy to gather Not Yet 1 Uses the arts to express and represent ideas, Not Yet in Process In Process scientific information (pis) Proficient Z-ZZ. experiences, and emotions (p.2D Proficient 'i : 3 Classifies, categorizes and compares living Not Yet 2 Experiments with new ideas, materials, and Not Yet In Process In Process and non-living things in different ways (pi 5) Proficient activities in the arts (p.2i) Proficient Not Yet -• . • 4 Shows some understanding^ how to use the B Artistic appreciation F W S In Process —r-— scientific method (p.is) Proficient i ; 1 Shows interest in the work of others (p.2i) Not Yet In Process'. I Questioning and predicting F W S Proficient ' . ._.. 1 Formulates scientific questions about the Not Yet 2 Interprets and extracts meaning from artistic Not Yet ; In Process znz In Process' physical and natural world (pi6) Proficient products and experiences (p.22) Proficient' 1 Uses evidence and prior knowledge to make Not Yet In Process ,~\~JZ logical scientific predictions (pi 6) Proficient ZuZ Z Explaining and forming condusions F W S VII Physical Development Not Yet t Draws conclusions based on observation and A Gross motor development F W S In Process experimentation (p. 16) Proficient 1 Moves with increasing agility, speed, and coor- ^^ HH— 531" == 2 Describes, records, and explains findings (pi 7) Not Yet dination while performing complex tasks Not Yet Proficiem L_OZ 1 Shows familiarity and knowledge of current In Process HP 2 Shows understanding of how human Not Yet GD- issues related to health and safety (p.24) Proficient nC" ln Process ZO_ differences can result in conflict

'^acne's. >•• '"• .--'hcois Tne vuceures •ncorDcrate ^rormatici from a wide oceo ror •".- ;-• r emergent, and are <..-..:,-, •:-.: . ..• ?o; <"'-! to «;:s; elective -..se of e C.-.ec<- 0-" :ne ! : •T-*. .1emcr-5-\-::ed -e'sabiy c •:ons;s- : Checklist. io'S child

.-,15 •• •-..• . ;:(!r'-:.: :J i:^ -.•j-.i-r.r- described. can re'.ably ::.-"--onsr.ra;e the skills, r.er,: - •., ;:::• -r•'..;:•? 'or •'•••-•:• "• ::• knowledge, oehaviors, or accomplish- How to Use The Checklist ments represented by this perfor- Fust aeiect 01 e of the seven domains mance indicator. Although the child ~'r C •?•.'. :" ; "^"'.IvJ "J -' *Ct >Personal and Social Development, may have advanced bevonri 'he lev?! cc^rr-iy ,c,vities and expectations Language and Literacy. Mathematical of difficulty of ?h? .noicatc and mav ;n c'asv.-;.'•:• ;K:it or? crr-cired Thinking, etc.) and review the no longer ^i coa'e ;n activities that jro-ii (i ..Vwcpmentaiiv aooroiyiite performance indicators that make up involve the moicator, if y.e teacher octivit^-r-s Te.^'iers rouid c-e able "o the domain Next, after observing the has observed the child perform such compete ;he Zntrx :st -.v trout seri- child repeatedly, working with tasks, and if the tasks are ciearly ally testing their cf.iid'en, aithougn him/her in the classroom, and consi- within the child's range or repertoire, some items may recuire teachers tc dering the Guidelines as well as other the indicator should be marked =et oj soecific opDQrtunities or sources of information (Portfolios, "Proficient" activ-ves that enable their students notes, parental comments, etc.), indi- to demonstrate seecfic s<:iis. We cate how well the child fulfills each When to Complete the 'ecomirend thai these activities be of the performance indicators shown Checklist integrated uvo typical classroom on the Checklist by marking the The Checklist is completed three times routines as much as possible appropriate rating ("Not Yet," "In per year, each time following a period Process," "Proficient"). If a particular of ongoing observation which corres- Developmental Guide.ines indicator covers an area of the cur- ponds to one of the Work Sampling The Checklist presents each specific riculum that has not been included System's three collection periods. The skiil. behavior, or accomplishment in in this classroom, or that has not yet process of observation and rating the the form -.y a one-sentence perform- been introduced to this student, write indicators on the Checklist provides ance •ncdoMor The Checklist for each "NA" for "Not Applicable." Space is information which teachers may use age or grade ievei is accompanied by also available on the front of the to assist their planning. In the fall, a set of detailed Developmental Checklist for brief comments. after becoming acquainted with the Guidelines, which explain and elabor- child, the teacher can use observa- ate each performance indicator on Ratings tions and Checklist ratings to begin ;••£ ChecKl.st by providing a rationale These categories reflect the degree to plan activities and experiences to and examples. The rationale provides to which children have acquired the promote growth and development of a cc'-ext :hat explains the meaning skill, behavior, and/or demonstrated skills. In the winter, the teacher can and importance of the indicator and the accomplishments required by assess the child's growth and bne-.y outlines reasonable expecta- each of the performance indicators development and make additional tions ;or children of this age. The listed in the Checklist and described modifications of existing curriculum examples snow several ways children in the Guidelines. Three types of .plans. Finally, in the spring, the •':;gr.t demonstrate the skill, or ratings are possible: acccmpiisnment represented by the Checklist provides a detailed sum- mary of the child's development and nd'catcr Since different teachers Not Yet — indicates that this child accomplishments over the course of might otherwise interpret the same cannot perform this indicator, i.e., the year. indicator in different ways, the Guide- that this performance indicator repre- lines promote consistency of interpre- sents a skill, an area of knowledge, For more information, see the Work tation and evaluation across children. or a specific set of behaviors or Sampling System Teacher's Manual.

The Work Sampling System. JtHI ine wore sampling AGE CHILD Report To Parents SCHOOL/PROGRAM FAU.Z WINTER C TEACHER _ DATE. SPRING Z ATTENDANCE: DAYS PRESENT DAYS ABSENT 881

PERFORMANCE PROGRESS

DOMAINS & CHILD'S DEVELOPMENT: Note special strengths and talents; explain how Partially COMPONENTS Proficient and Needs Development areas will be addressed. Comment on Progress Personal & Social Development Self concept Self control 0 Approach to learning m H fi interaction with others Conflict resolution

Language & Literacy Listening G 0 Speaking Literature & reading • I Writing Spelling (1-3) 0

Mathematical Thinking Approach to mathematical thinking D Patterns & relationships |D 0 Number concept O D Geometry & spatial relations !D D Measurement D Probability & statistics (K-S) • Scientific Thinking Observing D Questioning & predicting 0 Explaining & iB • forming conclusions (K-S)

Social Studies Human similarities & differences 0 Human interdependence Rights & responsibilities People & where they live fcfc People & the past < 1-3)

The Arts Expression & representation Artistic appreciation

ED Physical Development . Gross motor development -0 0 Fine motor development 0 Personal health & safety D 0

SEE REVERSE FOR HOW TO BEAD THIS REPORT WHITE-FAMILY YELLOW-OFFICE PINK - CLASSROOM TEACHER ei9°S«K>>.Mk: AJ••gnu v*n«d 25o .-1^/^* C TICi,artcr Sch00,s Instiu,tc Charter Schnm^ •. .::, V/ 31 jSatc University ofwciv York ^nools Unit

j** 3 0 2001 CHARTER SCHOOL APPLICATION TRANSMITTAL FORM AND COVER 9WEET 882

Working Name of Charter School Tapestry Charter School

Charter School Lead Applicant: Joy Stanli Pepper Print or type

CONTACT INFORMATION Mailing Address: \ Buffalo, New York Telephone: Facsimile: E-mail: Partner Organization a/any):' Wne

Contact (name/phone »)'. N/A

Date or" Application Submittal: August 1, 2000 Month/Datc/Ycar SCHOOL SUMMARY First year grade levels to be served: K - 4 First year targeted enrollment: 10° Location (municipality/school district): Pi fry nf Rnffalm/rifry nf Rnffalm

TFn COMPLE APPT irATTnvc H/TTTST PIT QTraiV/TTTTFj) XO:

VOLUME II

FOR OFFICE USE ONLY: Received By- — Date Received

REDACTED 20. Ifthecharterwould serve the 12*" grade within the requested term of the charter, attachadescriptionofthe requirements forastudent to he awardedadiploma[Attachment20].

^^ ^ 21. Attach a description of the methods and strategies to be used to accommodate students with disabilities in compliance with aiiappiicabie federaiiawsandreguiations attachments ^he tapestry Oharter^chooiwill meet the diverse needs ofits students, includingthosewithdisabilities,throughthemulti^age programming allowing for cross grouping accordingtoaoility^ill development students with academic delays will receive intervention geared toward remediation throughastructuredphonics^reading program, exposure to literature and mathematics presented in consistent developmental units of instruction ^tudentsindividual styles of learning v^ill be identified as each childs unique cognitive profile is defined and is taughtthrough areas of strengthB^he schoolwillofferpre^referral^ieOommitteeon special ^ducation^ intervention via informal services^ peertutors,communityvolunteers,parentsand staff members^ school psychologist^specialeducatorwillassistthe schools Ohild^tudy^eam to developanAcademic Intervention support l^lan forstudents who are notmeeting benchmarks and are atris^forfailure^hese identified studentswill receive additional a^ademi^ support within the school day as well as ongoing communication with and supportforthe families needed^he tapestry ^harter^chooi is committedto meeting the needs of its students through the provision of alternatives to special education ratherthanthrougharefer^test^place model Ifthe needs ofa^apestry charter ^chooi student warrant referral to the Oommitteeon special ^ducation^O^, the ^apestry^harter^chooi will referthe child to the Buffalo 8oardof^ducation0^pursuantto all requirements of^art200of the regulations oftheOommissionerof^ducation^summari^edon the attached i^odel rules and regulations forOharter schools special r^ieeds^tudents^ special ^ducation^ as ohotocooiedfrom^he^ew^or^^harter^chool resource ^uidewhich follows thisattachment^Amultidisciplinary evaluation will be conducted by Buffalo 8oardof^ducation0^^ith significant input and participation from^apestry charter ^chooi staff ^apestrywill ensure that the referring classroom teacher and other appropriatestaffmemberswillattend 0^ meetings ^arentswill be encouraged to participate ineveryphaseoftheprocess, including prereferral intervention planning and support^nceastudenthasanl^ in place, the classroom teacherwiilreceiveacopy ofthel^^ and assurancewilloe made thatthe teacher ^and every teacherwhowor^s ^5 with thechild^ will complywith the provisionsofthelEP.The staff School Psychologist alongwith the School Oirectorwill be responsible forthe implementation ofthelEP for each identified students thereby ensuring that the IEP is implemented as directed bythe CSE and that any ^0^ Plans arecompliedwith^ as well. These individuals will as well be responsible for ensuring compliance with lOE^reporting requirements^ Child Pind Provisions and maintenance of confidential records according toPERP^andlOE^ and ensuring that parents are l^ept informed oftheirchild's progress in meeting his IEP goals via progress reports thatwill go home no less freo^uentlythan report cards. The Ta^e^try Charter Scho^ will provide services to special education students within the Least Restrictive Environment through an Inclusive Program Students will be taught according to their lEPs by an onstaff Special Educator If required bythelEP^ counseling will be provided by the staff School Psychologist.TheTa^estry Charter S^hoo^ will employ at least one teacherwho is certified in the area of special education. The Buffalo Board of Education will provide speech^ language therapy occupational therapy as well as other related services TheTape^tryCharterSchoo^willbe handicapped accessible as required by federal and State law CandaceCaprow^ aTa^e^try Charter Scho^ founder is r^ew^orl^ State certified as bothaspecial education teacher and asaschool psychologist. She also holdsa^astersOegree in Counselor Education. ^s.Caprow will be available asa consultant to ensure that all applicable federal laws and regulations pertaining to the education of students with disabilities are adhered to Purther^ she will worl^ with the school administration and staff^as well as with personnel from the Buffalo Public Schools to develop and implementaplan to address the needs ofthese students. Oiane Collier director of Special Education for the Buffalo Board of Education has been apprised ofTapestry's program. She has assuredTapestry that the Buffalo Board of Education willwor^withTa^e^try Charter Sch^^ to address the needs of its special education population ^both in referring students to CSE and in adherence to the requirements oflEPs^.

^ MODEL RULES & REGULATIONS FOR CHARTER SCHOOLS Special Needs Students: 886 Special Education & Bilingual Education

A: Special Education

The federal Individuals with Disabilities Education Act ("IDEA") requires a "free and appropriate public education" to be provided to students with disabilities. New York State has additional special education regulations. Each charter school is encouraged to seek the advice and counsel of people who are experienced in and knowledgeable about special education services in order to fully comply with these complex rules.

Special education services and programs must be provided to students with disabilities attending a charter school in accordance with recommendations of the Committee on Special Education of the school district of residence. Under the New York Charter Schools Act, charter schools may arrange to have such services provided by the scool district, by the charter school directly, or through a contracted provider, however specified in the charter. [NOTE: If a charter school opts to provide special education services itself, it will be eligible to receive federal "Part B" special education funds.]

If a charter school opts to provide its own special education services, it should follow the guidelines outlined below to be in general compliance with the law. If a charter school instead opts to have the local school district provide the services, the district will have to comply with both these guidelines and any applicable additional State special education regulations.

I. Definitions

As used in these model guidelines, the following terms shall have the following meanings.

A. "Child with a disability" means a child evaluated as having: • mental retardation • hearing impairment, including deafness • speech or language impairment • visual impairment, including blindness • serious emotional disturbance • orthopedic impairment • autism • traumatic brain injury • other health impairment • specific learning disability • multiple disability

IV-G-1 B. "Committee on Special Education (CSE)" (referred to, under federal law, as an "IEP team ") means the group of individuals described below that is responsible for developing, reviewing or revising an IEP (discussed below) for a child with a disability. Membership, under federal law, must include: Q p 7

• The parents of the child; • At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); . • At least one special education teacher, or if appropriate, at least one special education provider of the child; • A representative of the local education agency who: — is qualified to provide or supervise the provision of instruction designed to meet the unique needs of children with disabilities; is knowledgeable about the general curriculum; and - is knowledgeable about the availability of resources. • An individual who can interpret the instructional implications of evaluation results; • At the discretion of the parent or public agency, other individuals who have knowledge or special expertise regarding the child; and, • ' If appropriate, the child.

C. "Individualized Education Program (IEP)" means a written statement for a child with a disability that is developed, reviewed and revised in accordance with Part V of these model guidelines.

D. "Local Educational Agency (LEA)' means a public board of education or other public authority legally constituted within the State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township school district, or other political subdivision of the State, or for a combination of school districts or counties as are recognized in the State as an administrative agency for its public elementary or secondary schools.

The term includes:

1. A local school district; 2. An educational service agency (which is a regional public multiservice agency that develops, manages and provides services or programs to LEAs and is recognized as an administrative agency for purposes of the provision of special education services in public elementary and secondary schools); and 3. Any other public institution or agency having administrative control and direction of a public elementary or secondary school, including a public charter school that is established as an LEA under state law.

IV-G-2 £56 ^ ^^^ori^^ritity^^^^^^^^ ^tate Education department, ^E^ Educational service agencies, andanyotherpolitical subdivisions of the ^tatethatareresponsibleforproviding education to children with disabilities, including independentcharterschoolsifestablished as an ^E^. ^^^

^ ^^l8^d^r^i^^^meanstran^portatioriand such developmental, corrective, and other supportive services as are required to as^istachildwithadisability to benefitfrom special education, and includes speech^language pathology and audiology services, psychological services, physical and occupational therapy,recreation, including therapeutic recreation, early identification and assessment ofdisabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services tordiagnostic or evaluation purposes. The term also includes school health services, social worl^ services in schools, and parent counseling and training.

^ ^^p^rri^ri^r^^d^^nds^rvic^means aids, services, and other supports that are provided in regular education classes or other education^related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

^4 ^^^^^^^0^^^^^^^^^^

Each educational entity must ensure mata^ommittee on special Education conductsa full and individual evaluation breach child susr^ctedofhavingadisabilityto determine if the child hasadisability and to determine his or her educational needs. Ifachild is determired to be achildwithadisability,anlEPmustbedeveloped. Thereafter, the ^^E must review each child^slEP at least annually and ma^e any necessary revisions^

Eacheducationalentitymustensure,ataminimum,that^ 1. Tests and otherassessmenttoolsare not culturally orracially biased and are admimsteredmmecruld^snative language or omermode of communication, sunless it is clearly notfeasible to do so^ ^. ^var^ety of assessment tc^lsandstrategiesareused^ogatherrelevant functions and developmental information about the child^ ^. ^y standardised tests given to mechildare validated rorthe specific purposed which mey are usedandadrrumsteredbytrained personnels ^. Tests and otherevaluationmaterials include those tailored to assess specific areas of educational need and not merely those that are designed to provideasingle general intelligence ouotient^

1^^3 ^^ ^ ^ests are selected and administered so as to best ensure that ifatest is administered toachild with impaired sensory,manualorspeal^in^ skills, the test results accurately reflect the child'saptitude or achievement level orwhatever otherfactors the test purports to measured ^^^ ^ ^o single procedure is used as the sole criterionfor determining if the child hasa disability or for determining an appropriate educational pro^ramfor the child^ 7^ ^he child is assessed in allareas related to the suspected disability,includin^, if appropriate, health, vision, hearing social and emotional status, general intelligence, academic performance, communicative status and motor abilities^ ^ technically sound instruments are used that may assess the relative contribution of cognitive and behavioralfactors^ ^ Assessment tools and strategies are used that provide relevant information that directly assists persons in determining the educational needs of the child, and^ 1^ As part of an initial evaluation (if appropriate^and as part of any reevaluation, the ^^^ and other qualified professionals, as appropriate, review e^istin^ evaluation data on the child, including information from the parentsandobservations by teachers and related service providers, and identify whatadditional data, if any, are needed to evaluate the child^ ^ests and other evaluationmaterials must be administered as needed to produce any additional data found to be needed^

In the case ofareevaluation,ifit is determined thatno additional data is needed to determine whetherthe child continues to haveadisability,the educational entity must notifythe ^hilds parents ofmatdeterminauonandthereasonsfbrit and oftheparents'ri^htto request an ^^dependentassessmenttodetermine whetherthe child continues to haveadisability^

B. Determination of Eligibility

1. Upon completing the administration of tests and other evaluation materials, the CSE and the child's parent must determine whether the child is a child with a disability. [NOTE: a child may not be determined to be disabled if the determinant factor for that determination is lack of instruction in reading or math, or limited English proficiency. Also, if there is a dispute between the CSE and the child's parent about the child's eligibility, such dispute may be resolved through mediation procedures or an impartial due process hearing.] 2. A copy of the evaluation report and the documentation of determination of eligibility must be provided to the parent 3. If it is determined that a child has a disability, an IEP must be developed in accordance with Part IV of these model guidelines.

IV-G-4 2S1 III. AflQinonai rrocedures tor Evaluating Children with Specific Learning Disabilities 890 A. Additional CSE Members

The determination of whether a child has a specific learning disability must be made by the child's parent and a CSE which must include:

1. The child's regular teacher; or

2. If the child does not have a regular teacher, a regular classroom teacher qualified to teach a child of his or her age; and

3. At least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech language pathologist, or remedial reading teacher.

B. Criteria for Determining the Existence of a Specific Learning Disability

The CSE may determine that a child has a specific learning disability if:

1. The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed in paragraph (2), below, if provided with learning experiences appropriate for the child's age and ability levels; and

2. The CSE finds that the child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas:

• Oral expression • Listening comprehension • Written expression • Basic reading skill • Reading comprehension • Mathematics calculation • Mathematics reasoning

The CSE may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of the following:

• A visual, hearing or motor impairment; • Mental retardation; • Emotional disturbance; or • Environmental, cultural or economic disadvantage.

IV-G-5 3LS% C. Observation

At least one CSE member other than the child's regular teacher must observe the child's academic performance in the regular classroom setting.

D. Written Report °*891x

The CSE's determination of eligibility must include a statement of:

1. Whether the child has a specific learning disability; 2. The basis for making the determination; 3. The relevant behavior noted during the observation of the child; 4. The relationship of that behavior to the child's academic functioning; 5. The educationally relevant medical findings, if any; 6. Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services; 7. The determination of the CSE concerning the effects of environmental, cultural or economic disadvantage.

IV. Individualized Education Program (IEP1

An IEP consists of two parts: the meeting where decisions are made about a program for the student, and the written statement containing decisions made at the meeting which constitutes the plan for serving the student. Essentially, the IEP establishes measurable annual goals for the child.and specifies the special education and related services to be provided to the child.

IEP Meetings

1. An IEP meeting must be held within 30 days of a determination that a child needs special education and related services.

2. Steps should be taken to ensure that one or both of the child's parents are present at each IEP meeting. (For specifics regarding parental participation, see 20 U.S.C 1414(d)(l)(B)(I) and its corresponding regulation)

B. Development. Review and Revision of an IEP

1. In developing, reviewing arid revising each IEP, the CSE must consider:

• the child's strengths; • the parents' concerns regarding enhancing their child's education;

IV-G-6 *?61 me resu^sot me m^ua^ or most recent evaluation ot me cnuo^ (in the case ofachild^hoseheha^ior impedes l^is or r^er learning or others'leamin^) if appropriate, strategies and supports to address the hehavior^ ^^^ (in the case ofachildwithalimited^n^lisnpro^ciency)the language needs oftnecnildasthose needs relate to tnecnild'sl^^ (in the case ofachild who is hlindor^isually impaired) consider providing instruction in 8railleand the use of^raille^ the communication needsofthe child, and in thecaseofachild who is deaf or hard ofhearin^,considerthecl^ild'slan^ua^e and communication needs^and whetnertnechild requires assistive technology devices and services^

^ If the ^^E determines thatachildneedsaparticulardeviceorservice (including intervention, accommodation or otherprogram modification), the ^^r^ must includeastatement to that effect in the 1^

Oon^nt^t^l5^

^fhel^for each child must included

1^ B^ statement ofthechild'spresentlevelsof educational performances

^ B^ statement ofmeasurable annual goals, including henchmarlcs and short-term objectives, related to meeting thechild'sneedsthatresultfromadisahility to enable the child to he involved in and progress in the general curriculum and meeting each of the child'sother educational needs thatresult from the disability^

^ B^ statement ofthe special education and related services and supplementary aids and services to he provided to the child andastatementofthe program modi^catiorisorsupportsfor school r^rsormelthatwill he provided rorthechild^

^ ^ne^plariationdfmee^en4ifany,to which mechild will participatewith nondisabled children in the regular classande^tracurricularandother nonacademic activities^

^ ^ statement ofany individual modifications in the adrninistrationof^tate or dist^ct^wide assessments of smdentachievementthatareneeded in order^rthe child to participate in the assessment, or,ifme^Edetermmesthatthechild will not participate inaparticular^tate or district^wideassessment of student achievement(orpart of an assessment),astatementofwhythe assessment is not appropriate and howthe child will be assessed^

^ ^e projected dateforme beginning of the services andmodi^ications described in paragraph (^) and the anticipated frec^uency,locationand duration ofthose services and modifications^ 7. A statement of how the child's progress toward established annual goals will be measured and how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress toward annual goals; 893 Transition Services

8. For each student beginning at age 14 and younger if appropriate, and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's course of study (such as participation in advanced-placement courses or a vocational education program);

9. For each student beginning at age 16 and younger if appropriate, a statement of needed transition services including, if appropriate, a statement of the interagency responsibilities of any needed linkages;

10. If the CSE determines that transition services are not needed in instruction, related services, community experiences or the development of employment and other post-school adult living objectives, the IEP must include a statement to that effect as well as the basis for such a determination; and

Transfer of Rights

11. Beginning at least one year before a student reaches the age of majority, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the IDEA, if any, that will transfer to the student upon reaching the age of majority.

D. When lEP's Must Be in Effect

At the beginning of each school year an IEP for each child with a disability must be in effect. An IEP must be in effect before special education and related services are provided to the child and must be implemented as soon as possible following the IEP meeting held for the child.

V. Due Process Procedures for Parents and Children

A. Opportunity to Examine Records: Parent Participation in Meetings

1. Parents must be afforded the opportunity to inspect and review all education records and participate in all meetings relating to the identification, evaluation and educational placement of the child and the provision of a full, appropriate public education to the child. AH IV-G-8 ^ notice must be provided to the parents to ensure an opportunity to participate in such meetings.^fhe notice must be provided early enough to ensure that they will have an opportunity to attend the meetingsand must indicate the purposed time and location ofthe meeting aswell as who v^ill be in attendance.

^. parents must be involved!^ placement decisions regarding their child.

8D ^d^p^d^nt^o^c^tior^l^ali^tion

A parent hasaright to obtain an independent educational evaluation. Information about where an independent educational evaluation may be obtained must be provided to the parent.A parent has the right to such an evaluation at public expense(eitherthe educational entity pays for the rull cost ofthe evaluation or ensures that the evaluation is otherwise provided at no cost to the parents ifthe parent disagrees with an evaluation obtained by the educational entity.

Ifaparent requests an independent educational evaluation at public expensed the educational entity must^without any unnecessary ^elay^either initiate an impartial due process hearing to showthat its evaluation is appropriate or insure that such an evaluation is provided at public expense. Ifthe educational entity opts to initiate an impartial hearing and demonstrates at such hearing that its evaluation is appropriated the parent still hasarightto an independent educational evaluations but not at public expense. Any independent educational evaluations conductedat private expensed assuming the evaluation meets the educational entity^sstandards forits own evaluations^ must be considered in any educational decisionsmade regarding the child

0^ ^or^o^^

1. written notice that meets the requirements ofparagraph(^below^ must be given to parents atareasonable time before the educational entity proposes to initiate or change the identifications evaluation or educational placement ofthechild^ or refuses to initiate orchange the same.

Ifsuch notice relates to an action that also requires parental consent under paragraph(^below^the educational entitymay give noticeatthesame time it requests parental consent.

^fhe required notice must included

1. A description ofthe action being proposed orre^used^ ^. An explanation of whythe action is being proposed orrefused^ ^. Adescription of any other options that the educational entity considered and the reasons why those options were re^ected^

^^ 4. A description of each evaluation procedure, test, record or report the educational entity used as a basis for the proposed or refused action; one 5. A description of any other factors that are relevant to the proposal or refusal; 6. A statement that the child's parents have protection under the procedural safeguards of this part and, if this notice is not an initial referral for evaluation, the means by which a copy of a description of the procedural safeguards can be obtained; 7. Sources for parents to contact to obtain assistance in understanding the provisions of this part; 8. A statement informing the parents about the State complaint procedures including a description of how to file a complaint and the timeliness under those procedures.

Notice in Understandable Language

The required notice must be:

1. Written in language that is understandable to the general public; and 2. Provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so. 3. If the native language or mode of communication is not a written language, the State Education Department or LEA must take stepsio ensure that the notice is translated orally or by other means in the parents' native language or mode of communication, the parent understands the notice, and that there is written evidence that these requirements have been met.

Procedural Safeguard? Notice

1. A copy of the procedural safeguards notice must be given to the parents, at a . minimum:

• Upon initial referral for evaluation; • Upon each notification of a CSE meeting; ' * Upon revaluation of the child; and • Upon receipt of a request for an impartial due process hearing.

2. The procedural safeguards notice must include a full explanation of all the procedural safeguards available under the law relating to:

• Independent educational evaluations; • Prior written notice; • Parental consent; • Access to educational records

IV-G-10 • Opportunity to present complaints; • The child's placement during pendency of due process proceedings; • Procedures for students who are subject to placement in an interim alternative educational setting; ggg • Requirements for unilateral placement by parents of their child in private schools at public expense; • Mediation; • Due process hearings, including requirements for disclosure of evaluation results and recommendations; • State-level appeals; • Civil actions; and • Attorneys' fees.

Parental Consent

1. Parental consent must be obtained before:

• Conducting an initial evaluation or a re-evaluation; • The initial provision of special education and related services in a program providing such services; and • Except as provided below, before conducting any new test as part of a reevaluation of a child.

2. If the parents refuse consent for the initial evaluation or a reevaluation, the educational entity may continue to pursue those evaluations by using the due process procedures for impartial hearings or mediation procedures if appropriate.

3. The educational entity is not required to obtain parental consent for a reevaluation if the agency can demonstrate that it has taken reasonable measures to obtain that consent, and the parent has failed to respond. (See 20 U.S.C. §1414(dXlXBX0 and the implementing regulation for further detail regarding what constitutes "reasonable measures.")

H. Mediation

Mediation procedures must be established and implemented to resolve disputes relating to the identification, evaluation or educational placement of a child with a disability which, at a minimum, must be available whenever an impartial due process hearing (see paragraph (I)) or a hearing related to student discipline is requested. (For further detail regarding mediation requirements, see 20 U.S.C. §1415(e) and its corresponding regulations).

I Impartial Due Process Hearing

A parent or a pubic agency may initiate a hearing on any matters relating to the identification, evaluation or educational placement of a child with a disability. (For further detail regarding hearing requirements and rights, see 20 U.S.C. §1415 and its corresponding regulations). &*\ IV-G-11 VI. Least Restrictive Environment

A. General 897

Each educational entity must ensure that, to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

B. Continuum of Alternative Placements

Each educational entity must also ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.

C. Placements

In determining the educational placement of a child with a disability, each educational entity must ensure that:

1. The placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data and the placement options (NOTE: this group is often the CSE);

2. The child's placement is determined at least annually, is based on the child's IEP, and is as close as possible to the child's home;

3. Unless the child's IEP requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled;

4. In selecting the least restrictive environment, consideration is given to any potential harmful effect on the child or the quality of services that he or she needs; and,

5. A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum.

D. Nonacademic Settings

In providing or arranging for the provision of nonacademic and extracurricular services and activities, including meals, recess periods, counseling services, athletics, transportation, health services, recreational activities, and special interest groups, each educational entity must ensure that each child with a disability participates with nondisabled children in those services and activities to the maximum extent appropriate to the needs of the child.

IV-G-12 8G8 22. Attach a description of the methods and strategies for deal with students with Limited English Proficiency (LEP) in accordance with federal law, including Title VI of the Civil Rights Act [Attachment 22]. Such a description must include the following:

• ...the process for identifying students whose first language is not English, and the method for determining which of these students may need assistance:

Part 154 of the NYS Commissioner of Education (CR Party 154) prescribes the requirements for school districts relative to the education of limited English proficient students. These guidelines are inclusive of federal law and therefore provide for compliance with federal laws and statues that guide the education of limited English proficient students (Lau vs. Nichols, 1975; HEW Memo of May of 1975; T VII of ESEA; and T VI of the CRA 1975). The following description illustrates the procedures that the Tapestry Charter School will follow to meet the state and federal laws and statutes that guide the education of LEP students. CR Parts 117 and 154 require that LEP students entering a school system with no available record of prior screening, be screened to determine if they are possibly LEP. Such regulations further require that eligible students go through the initial identification end the annual assessment procedures to determine their level of English language proficiency. The diagnostic screening of a potential student must determine if the student is of foreign born or ancestry, come from a home where a language other than English is spoken, and if the student speaks that other language at home. Therefore, the first step in the screening procedure will be to determine whether the student is potentially LEP or English proficient. It will begin when all the applicants or parents (guardians) will be asked if they prefer to fill the admission application in English or another language. Applicants who express a desire to fill an application in a language other than English will be scheduled for an interview with a representative of the particular language to receive assistance filling the application. Consultants who will communicate effectively with the parents or guardians will be hired as per need from foreign language departments of local colleges and universities or the International

o?66 8^ ^ if the proposed charter school would include an^ methods and strategies for dealing with other targeted student populations, attachadescription of the targetedstudentpopulation^and describe such methods and strategies attachments

^ifteo^ano^ talented students are not often regarded as students ^atrisl^ of academic failures ^lowe^er^ our experience as educators has shown that the needs of these children are often o^erlool^ed. The design of theTapestr^ charter school curriculum will challengeand stimulate these students and help them reach their fullest potential The multi^age classroom will maximize e^er^ students potential b^ creating flexible groupings of children to accommodate their unique timetables for learning The multi^age classroom is chilo^^centeredan^ enhances opportunities for acceleration The multi^age classroom provides opportunities for children to challenge themselves anc^ others to higher le^el skills ^ielo^trips^isiting artists and scholars will be partof the regular program.

^^ ^ Oescr^be the process the school wo^dfo^o^ to p^on^ote parental and staff Involvement ^n the governance and ad^n^st^ation of the chafer school attachments Parental and staff involvement in the governance and administration of the tapestry ^har^e^ school w^ll be significant ^he philosophy of the school is one that fosters involvement to ensure success and accountability. Parents will have representation on the 8oardof^rustees ^wo positions will be reserved for parents to be elected to the board, ^here will be open lines of communication to facilitate dialogue between parents, staff, and the 8oardof^rustees.v^hole school meetings will be held every^^wee^sprovidingaforum for addressing concerns, ^hese meetings will have an educational componentdesigned to emphasi^ethe mission of theschooland highlight various aspects of the curriculum such as^ identifying different learning styles, multiple intelligences, the multi age classroom,conflict resolution, and ^o^es^de ^cf^v^es^Aparent survey will be distributed annually as an assessment tool for the ^apest^y^ha^e^^choo^ policies and performance. AParent^eacher Organisation will be an important vehicle for relaying issues to the 8oardof^rusteesandforl^eeping parents informed. Parents^guardianswillmeetto determine the governance and design ofthis organisation. Opon enrollment, each students parent^guardian will be encouraged to signa ^ParentB^uardian Partnership Agreements describing their commitment to the school community and to their child^childrens education. Parents will be encouraged to volunteerupto^30hoursoverthecourseoftheyear^0hoursperfamily^. Opportunities to fulfill this commitment will be available through a wide range of options. Administrators, teachers, and staff will help parents find meaningful ways to provide volunteer assistance by identifying areas of expertise and interest. Parent orientation will include invitations to participate in activities designed to enrich theschool community.Parents can assist in the library media center, the office or in the classroom, ^hey can plan and implement special events, workshops, presentations, orseminars as stated in our community connections. Parents can run Priday afternoon clubs, be homework helpers, organise field trips, community service and fund raising. I^elpfrom the home is valued and encouraged forfamilies unable to volunteer in the school. This l^ind of commitment will provide students at the Tape^^y^ha^e^ School ^ithabroad and diverse adult population to learn from and help to de^elopastrong sense of community and shared responsibility within the schools parent^student handbook will be enclosed with theTapes^ry^ha^e^ School applications. It will provide parents^guardians and students with^ the mission, goals, philosophy, code of beha^ior,and the l^aren^uardian partnership agreement, ^fter acceptance to the school both parents and students will be asl^ed to signacontract stating they will stride to uphold the mission, goals, philosophy and codeofbeha^iorofthe school. Staff involvement in the governance and administration oftheTape^^y^ha^er School will be ongoing Staff will be trained prior to the school's opening in order to establishafoundation of involvement in the development of programs that reflect the philosophy and mission of the school Staff will be encouraged to participate in professional enrichment. Supportforthis is built into the school'sschedule and budget Teachers will playapi^otal role in assessing the success of programs and curriculum, ^eel^ly staff meetings will allowforexchangeofideasand suggestions forimpro^ement or change. The^e will be open ^e^of^ommur^^^ion between the 8oardofTi^^^es and the staff procedures to implement change will be clearly stated, ^arent^teacher conferences will l^eepparents^guardians informed of their children's worl^ and provide anopportunityforfeedbacl^. Through the sharing of l^nowledge^acommitment to the mission of the school, and ongoing assessment of curriculum^programs, parents and staff will be an integral partofthego^emanceoftheTape^^y^ha^e^Schoo4

^^o^e^c^e^^^e^isaparent involvement program withafocus on building schools to^home connections through three-way communication among children, families, and teachers. They call on the parent's^guardian's life experiences, beliefs, orfamily history to structureshort,concrete interactions with the child Implicit in the design of ^o^e^de ^c^^e^ is a message of respect for the diversity of familiesand communities.^ll activities build on the ^alueforparentsandchildrenoftall^ing with and listening to each other^in their home language.

^ ^ Pro^dee^^dence of adequate cor^mun^ty support ^orar^d interest in the proposed charter school s^^c^ent to a^ow the s^choo^ to reach its anticipated enro^r^ent^ ^nc^ude any methods o^strate^es to be used to gauge community support ofthecharterschoo^^ttachment^^

ln^une,^000, the founders mailed one hundred packets of information to families and community leaders inBuffalo. Included in each packet wasaletter describing the proposed school, the mission statement and o^er^iew of the curriculum^ a survey to assess interest, and bios of the founders.^See copies of surveys on the following pages^. Completed surveys and letters of support were requested to be returnedby^uly^^OOO ^ortyDone surveys were returned. The response was overwhelmingly in fa^or of the proposed school design and mission statement. Community leaders, including the mayor and other government officials,the Superintendent of the Buffalo Public Schools, and leaders of the business community expressedinterest in and support of theTapestry Charter School program. The Superintendent ofthe Buffalo Public Schools, Marion Canedo, and the assistant to the Superintendent andCharterSchoolt^iaison, ^im ^ane, met withthe founders and agreed to an ongoing dialogue between the Tapestry Charter School and the Board of education. l^s.Canedo acknowledged that the school district is ^committed to choicer and twilling to maximize ^tothe Tapestry Charter Schools what they cangi^eB She also explained that the Boardof^ducation has establisheda^Choice Committees to address the issue of alternative educational opportunities in Buffalo, additionally, we^ D continue to develop an extensile mailing list ^ ha^e raised awareness and support for our program by holding public information meetings Lafayette Presbyterian Church, r^ember^, ^^ the r^CC^^omens countable, r^o^ember^B,^g^g and the ^^C^^arlyChildhoodcenteroftheCityofBuffalo,^anuaryt^,^000^ circulated petitions in January and February, ^000, collecting o^er ^00 signatures in support of our program which are on file with the Charter Schools Institute D will continueto hold public meetings throughoutthe fall of ^000 The maximum enrollment for the 2001-02 school year is one hundred students The founders are confident that this enrollment can he met given the overwhelming response in favor of the Tapestry Charter School program and the ongoing communication ^ith leaders in our community

^ CITY OF BUFFALO OFFICE OF THE MAYOR Q04

ANTHONY M. MASIELLO

July 26. 2000

Mr. Robert Bellafiore, Executive Director Charter Schools Institute 330 Broadway Albany. New York 12207

Dear Mr. Bellafi

I am Writing to express my support for the Tapestry Charter School and am urging the Charter School Institute and the SUNY Board of Trustees to grant a charter to the school beginning with the 2001 -2002 school year.

The Tapestry founders are truly a committed, capable group of individuals who will offer Buffalo's children a unique educational opportunity. I believe in the mission of the Tapestry School and support its philosophy of teaching. I support its unique program of blending the arts and physical movement within a strong academic atmosphere. I applaud the founders' efforts to integrate social responsibility and non-violence into the classroom and involve families in conflict resolution. The Tapestry School is a program I would absolutely consider for my own children.

As you know, I have been a strong supporter of charter schools in New York and believe that the Tapestry School will be well received and supported in our community. Buffalo's children need this opportunity for an excellent alternative public school choice.

Sincerely, n

is' Anthony M. Masiello

c?3A 905

County of Erie JOEL A. G1AMSRA COUNTY EXECUTIVE BRUCE L. FISHER PHONE: (716) 858-3500 DEPUTY COUNTY EXECUTIVE/ FAX: (716) 858-8411 CHIEF OF STAFF

July 27,2000

Mr. Robert J. Bellafiore Executive Director Charter Schools Institute 330 Broadway Albany, NY 12207

Dear Mr. Bellafiore:

It is with great pleasure that I write to you in support of the Tapestry Charter School's application for a New York State charter. The founders are a talented group of individuals dedicated to improving education in the city of Buffalo and providing a much needed alternative public school choice. Their program, which emphasizes the individual learning style of each student while incorporating the arts and social responsibility into a rigorous academic program, is unique to Buffalo.

I urge you to consider the Tapestry application for final approval this fall. Buffalo's children, and the entire Buffalo community, deserve this kind of progressive school choice.

Sincerely,

Bruce L Fisher Deputy County Executive/ Chief of Staff

BLFrblp

j%3 BUFFALO PUBLIC SCHOOLS 733 City Hall 906 Buffalo, New York 14202 Tel.(716) 851-3598 FAX - (716) 851-3882 James M. Kane Marion Canedo Exec. Assistant to the Superintendent Superintendent of Schools

July 27, 2000

Ms. Joy Stanli Pepper 94 St. James Place Buffalo, New York 14222

Re: Tapestry Charter School

Dear Ms. Pepper:

Superintendent Canedo and I were pleased to meet with the Tapestry Charter School Founders on Tuesday, July 25, 2000. Issues which were discussed at the table included the following:

Special Education Services Transportation Services Food Services Textbook Reimbursement

These same issues are areas where the District is working closely with the King Center Charter School and the South Buffalo Charter School (Buffalo's first two charter schools). The kind of services provided cannot be determined until the charter applicant is approved and a roster of students attending the charter school is provided to the District (ex: IEP's).

The School District is experiencing the charter school process for the first time, thus the District anticipates the process becoming easier for future approved applicants.

Yours truly,

James M. Kane

JMK/er ~ . *%9 University at Buffalo

Department of Learning and Instruction

September 28, 1999

Mr. Scott Steffey, President Charter School Institute 735 Anderson Hill Road Purchase, New York 10577

Dear Mr. Steffey,

During the academic year 1998-99 the Graduate School of Education of the University at Buffalo approved a five-year Strategic Plan that encourages the faculty to focus on Urban Education and the areas that contribute to this broad domain. As part of this initiative the Graduate School of Education (GSE) established an interdisciplinary Institute for Urban Education in which I served as an interim director.

In my role as the interim director of the Urban Education Institute I traveled to San Francisco to attend the Annual Conference of the Council of the Great City Schools, where I devoted a significant amount of my time to charter schools' workshops. The study of charter schools has become an area of academic interest for me in my capacity as an associate professor in the department of Learning and Instruction. I have spent a considerable amount of time to pursue this scholarly interest and I am committed to work with the Tapestry Charter School of Buffalo as part of my professional responsibilities.

GSE encourages the involvement of its faculty in research and innovative activities in urban schools. Faculty members have been involved in urban education projects for decades and have developed a solid foundation to provide leadership and expertise in the field of urban education. My own involvement with the Tapestry Charter School is another example of GSE's interest in scholarly endeavors in urban education and as such is supported by our Dean. I look forward to working with the Tapestry Charter School.

Sincerely,

LilliamMalave, Ph.D. Associate Professor of Education Department of Learning and Instruction

=?%$

Baldy HJII Rm 5CS. 8o» 601000 Buffalo. NY !4260 1000 Tel '716)645 2455 F<»« -7I6) 645-3161 ^ooert^elli^iore The CharterSchool Institute

^^8roadway^^loor ^Ihany,^^!^^

l^earlvlr.8ellitiore, ^uly^,^^

lam writing to you in support ofthe Tapestry Charter School hothasapediatrician practicing in me city of^uffalotorthe past twelve years and as the convener ofthe ^artnershipto^revent^iolenceinChildhoodand^outh,agrassrootscoalitionformedin

The Tapestry Charter School emhodieseverytliingthatwe know works in violence prevention; small school and class size,aschool culture that emphasizessocial and emotional developmentand skills huildmg and mcorporatesmese needs hommme curriculum and in mevery structure of me school^ongoing staff development, regular class meetings, constant attention to diversity,non^violentskills curricula..^. The high expectations, varied opportunitiesfor success, parentmvolvementan^school^cornmunity linkages are also known mgredientsmrhuilding resiliency in the childrenand in the school itself maschoolthat achieves this atmosphere ^rlearnmg, me teachmg and learning ofthe classic academics hecomes highly effective.

lalsoamapediatricianinapracncemme heart ofthecity,apractice that serves primarily minority f^unilies.lknowthatmany of my ranches would clamorforthiskmd of alternat^^ educanonalopporturuty^rmeir children. C^eofmetoundmgprmciples of our ^ is matthe prevention of childhood violence hasmultiple solutions wherever childrenand tamilies go and that the samesolutionmaynotwork^r everyone. Thatiswhyitisso importantto have many alternatives. The Tapestry Charter School would provide Buffalo families of varied racial, ethnicandsocioeconomichackgrounds such analternative.

This school applicationreflectsmecommunityhuilding and prohlem solving thatacity like Buffalo needs to survive.Toencoura^gemeseef^rtsfeeds me city^Tore^ect mem will wea^ away at ourfragilehumanresources.limplore you to reconsiderme Tapestry Charter School homhecause it isawell^corisidered plan thatwillhenefit Buffalo in and ofitselfandasa symoolofsupport^orcommunityhasedsolutions.

Sincerely,

^mily^riedan,^0. ^ain^ediatrics ^^l^ainStreet 8u^alo,^^l^l^ ^ ^lo^7^^ ^^ Cc;^ayor Anthony ^asiello PAirEMALS 3KL—w

Don't" Thrtwi ^ Away a Child's Education 909

July 30,2000

Mr. Robert J. Bellafiore Executive Director Charter Schools Institute 330 Broadway Albany, NY 12207

Dear Mr. Bellafiore;

I am writing to express my support of the Tapestry Charter School and the dedicated group of individuals involved in its design. This school will provide an excellent much needed alternative educational opportunity for the children of Buffalo.

As Executive Director of the Materials Reuse Project, my mission is to arrange for the direct donation of surplus materials from businesses for classroom use. To accomplish this, the MRP has forged partnerships with the City of Buffalo Public School District, encompassing 75 schools and 45,000 students. To compensate for dwindling supply budgets. The Material* RNN Project has pieced $2^00000 of donaflom from moro than 125 campanlaa into the Buffalo achoote. We are committed to making the public school a setting for effective education.

TheiMRP successfully matches teachers' requests with the donations that are on hand. Our organization contacts donor companies, arranges for pickups and alerts teachers to what is available. Warehouse space and distribution is provided at no charge by the Board of Education. The MRP is included in monthly meetings attended by representatives of 54 elementary schools. Program coordinators are also scheduled to make regular visits to the warehouse to "shop* for the items their schools need.

Elementary schools have received tens of thousands of folders and binders, pallets of paper, notebooks, pens, pencils, markers, paint and more. Thousands and thousands of sheets of poster board, colored paper, ink. markers, drawing paper and fabric have found their way to high schools in the District Vocational shop programs have been given wood and equipment (such as a radial arm saw and coping saws). Fabric for home and career classes, and flour for the culinary program have also been donated and used. The variety of items received is almost as amazing as the abundance of items requested. All of these items affect student performance.

Our organization will include the Tapestry Charter School as a recipient of our donations once it receives finat approval and is chartered by the SUNY Board of Trustees. We will provide the school with classroom resources that will total in excess of $2,000.00.

Sincerely, '.W-^Ui.^j- Patricia Jensen Executive Director

6 Morris Avenue Buffalo, NY 14214 716 836-6182 «%7 1(x \4J*UA*SM RU*4C PiajlcX e-mail: [email protected]

Hig-rnRV AND ORGANIZATIONAL GOALS *l" The Materials Reuse Project (MRP) was started 4% years ago by Patricia Jensen, a Buffalo parent who was frustrated by the lack of basic supplies available to students in city classrooms. Our mission is to arrange for the direct donation of surplus materials from businesses for classroom use. To accomplish this, the MRP has forged partnerships with the City of Buffalo Public School District, encompassing 75 schools and 45,000 students. To compensate for dwindling supply budgets, The Materials Reuse Project has placed $2,000,000 of donations from more than 125 companies into the Buffalo schools. We are committed to making the public school a setting for effective education.

The MRP successfully matches teachers' requests with the donations that are on hand. Our organization contacts donor companies, arranges for pickups and alerts teachers to what is available. Warehouse space and distribution is provided at no charge by the Board of Education. The MRP is included in monthly meetings attended by representatives of 54 elementary schools. Program coordinators are also scheduled to make regular visits to the warehouse to "shop" for the items their schools need.

Elementary schools have received tens of thousands of folders and binders, pallets of paper, notebooks, pens, pencils, markers, paint and more. Thousands and thousands of sheets of poster board, colored paper, ink, markers, drawing paper and fabric have found their way to high schools in the District. Vocational shop programs have been given wood and equipment (such as a radial arm saw and coping saws). Fabric for home and career classes, and flour for the culinary program have also been donated and used. The variety of items received is almost as amazing as the abundance of items requested. All of these items affect student performance.

BENEFITS • Community Involvement Local companies that are currently donating supplies that go into our Literacy Kits feel connected to the schools by being able to fulfill a specific need. Many of these firms had never been partners in helping schools in the past. • Environmental Benefits Most of the items we receive are new. However, due to manufacturing processes, moves, changes, etc, these materials would have been discarded. We are currently preventing 600,000 lbs. of solid waste from entering Erie County's waste stream each year. • I^ncmgUrBmvnft* Improvements in the quality of the school system may help stem the flow of middle class families to the suburbs. Academic performance is enhanced when students have the necessary supplies to complete their work. • NutfioaudBmmmattmti The MRP is a member of a national organization called REDO. REDO connects reuse organizations like ours through newsletters and on-line discussion groups. It serves as a conduit to help connect us with donations from national firms. Pat Jensen, Director of The Materials Reuse Project, has been asked to become the lead person in obtaining and disseminating curriculum development information concerning reuse and education. If our demonstration project is successful locally, it could be shared with other urban areas facing similar problems.

6 Morris Avenue • Buffalo, NY 14214 # Phone (716)836-6182 * Fax (716) 836-7129 Young Audiences of Western New York, Inc. g j j

July 31. 2000

Robert J. Bellafiore Director, Charter Schools Institute State University of New York 330 Broadway, 2nd floor Albany, NY 12207

Dear Mr. Bellafiore:

Young Audiences of Western New York, Inc. supports the application for the Tapestry Charter School. The concept of recognizing individual learning styles and placing children into multi-age settings will create an exciting way for children to learn.

As an arts-in-education organization, we have been studying and implementing the literature which recognizes the impact arts integration has on learning.

The Tapestry Charter School will use the arts to promote learning following Howard Gardner's Theory of Multiple Intelligences. This theory is one which Young Audiences artists follow, which makes our organization an effective supporter and potential partner of this endeavor.

Sincerely,

Helga B. MacKinnon Executive Director

Recipient of the National Medal of Arts iMinwood Avenue 'Buffalo, NY 14209 • 716-881-0917 • Fax 716-885-4483 • www. yawny.org THE BAIRD FOUNDATION I'D B«<\ i:H> I LLkOFTSTMION Hill \LO. W N:

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July 28, 2000

Ms. Amy Friedman Co-founder Taoestrv Charter School

Dear Ms. Friedman,

This letter acknowledges receipt of your request to be considered for funding from The Baird Foundation. At this time, your request has been reviewed, has advanced beyond the initial screening, and will be on the agenda for the next meeting of the trustees.

In your letter you mention several initiatives of the Tapestry Charter School that match the interests of The Baird Foundation. I look forward to working with you to determine which specific need is your highest priority at the time of our next meeting. We may also ask for more supporting documentation in advance of the meeting.

Best wishes to you and your able team of volunteers as you pursue this new educational alternative for our community. You are to be commended for your vision and perseverance.

Sincerely,

Catherine Schweitzer

REDACTED

voice 7|6.xs3.M2»> lax: 7I6-KK3-1107 vseb: www.bairUtouikbhoiu.ra 913 Tapestry Charter School

A public school for children, parents and teachers committed to the importance of weaving together the humanities, sciences, arts and social responsibility in a multi-aged classroom setting.

July 7, 2000

Dear Friends of Tapestry,

As many of you know, the Tapestry Charter School founders submitted a charter school application to the Charter Schools Institute in the fell of 1999. Though our application did not receive final approval by the SUNY Board of Trustees in January of 2000, it was identified by the Board and the Charter Schools Institute as a very strong application worthy of re-submission in August of 2000 for consideration of approval for the 2001-2002 school year. The New York State Charter School Resource Center has assisted us in proceeding forward and we have also received a planning grant from the Walton Family Foundation.

Part of the application process involves conducting a feasibility study to assess community interest and support for our program. We must update the study for our new application. Many of you answered our questionnaire last summer and we are once again asking for your support.

Please take a few minutes to answer the enclosed survey and return in the envelope provided by July 25,2000. A copy of the survey is included to share with friends. The survey is a vital piece of information in the application and is critical to the success of the Tapestry school.

The Tapestry founders sincerely appreciate your continued support and interest in Tapestry and in our mission to create an excellent alternative school choice for the children of BufiaJo.

Many Thanks,

The Tapestry Charter School Founders

Joy Stanli Pepper Hannah Raiken-Schulman Amy Friedman Steven Polowitz Candace Caprow

Jll Tapestry Charter School Survey 914

Name of Parent/Guardian

Address of Parent/Guardian Zip Code_

Home Phone Work Phone Email Address

Names and Ages of Children:

In what schools are your children currently enrolled?

What interests you most about the Tapestry Charter School?

Would you be interested in enrolling your children in the Tapestry Charter School?

Would you like to be included on our mailing list?

Additional Comments:

JMa TAPESTRY CHARTER SCHOOL 915 A public school for children, parents and teachers committed to the importance of weaving together the humanities, sciences, arts and social responsibility. The Tapestry Charter School is a primary school with multi-age classrooms, K-6. Proposed opening - September 2001 Mission Statement

The Tapestry Charter School is a learning center providing challenging educational opportunities in a multi-age setting. It provides an environment where students are encouraged to become self-directed, independent learners. Progressive, interdisciplinary teaching techniques are utilized, along with the best resources available to tit the individual learning style of each student. The academic program will blend age groups, with student movement in different subject areas, according to ability and interest. Parent involvement will be a significant component in the success of the Tapestry Charter School. Vision

Tapestry Charter School students will develop: • reading and writing skills* foundations and expertise in mathematical and scientific thought* beginning skills in foreign language* creative expression in the visual and performing arts* • respect for others, responsibility (both personal and global) and self-discipline • skills in conflict resolution and violence prevention ^meeting or exceeding the New York State Education Department's Standards

Field trips will provide first hand learning to complement the curriculum. Visiting literary, visual and performing artists and scholars will be an integral part of the Tapestry Charter School program. The program will strive to engender the security and self-confidence that are essential for lifelong critical and creative learning. Teachers will help students take responsibility for their own education, enabling them to cope effectively with a changing world. As a reflection of our society, The Tapestry Charter School will enroll students from families of diverse cultural, racial, socio-economic backgrounds. Academic Program This academic program will blend age groups and strive to engender within each student the security and self- confidence essential for lifelong critical thinking and creative learning. A longer school day will allow children the extra time needed for this enriched curriculum. Socialization and recreation opportunities will be provided daily. The multi-age groupings will be K-l-2,3-4 and 5-6. (We will open with grades K-4, add grades 5 and 6 in the second and third years, and plan to amend our charter to include a 7* and 8* grade program). An after school program will be available for a fee. Students will develop: • foundations in mathematical and scientific thought for application critically, creatively and abstractly; reading and writing skills that will meet the highest standards; • creative expression in the visual and performing arts through discovery and experimentation, including the historical reference; an appreciation of the natural world and the interdependence of all creatures; the social qualities of compassion, empathy, responsibility and self-discipline.

Language Arts and Literature The program focuses on the development of language arts for critical analysis, literary expression, information and understanding, and social interaction. A variety of teaching approaches, supported by current research and practice, will be used to develop high levels of reading, writing, listening, and speaking skills. Instructional methods will include a combination of phonics, whole language and literature based units.

113 916 Mathematics

The mathematics curriculum will stress high order thinking skills and processes for critical analysis and application to real-life problems. A cooperative approach to mathematics will use hands-on materials to ensure understanding of abstract and symbolic representations as well as computational procedures. Cooperative groups will be used to enhance collaborative learning and social development.

Social Studies

The curriculum content will emphasize multiple perspectives of history. The program focuses on the history of the United States, New York State, Geography, Economics, Civics and World History. Students will develop an understanding of how humanity functions in social groupings, both historically and today. Key issues will be friendship, respect, honesty and problem-solving. Science and Technology

This curriculum is designed to nurture the excitement which comes with a growing understanding of the world around us. Students will acquire knowledge and develop inquiry skills to pose questions and develop creative solutions to scientific and real-life problems. Emphasis will be placed on hands-on experiences, technology use, experimentation and field trips.

Foreign Language

We believe that the study and acquisition of foreign languages is essential to the understanding and growth of all people in a global community. Research has also established the cognitive-academic advantages of bilingual study. Students will develop foreign language fluency for social interaction, personal enrichment and practical application. Foreign language instruction will begin in kindergarten and offered twice a week. The Arts The arts are equal partners in education and are essential to human growth and development. Visual arts, dance and music provide active ways for students to learn and create through verbal and non-verbal expression. The arts bridge cultures and help children connect experiences while also providing ways for each child to grow emotionally, socially and intellectually. Students will have instruction in visual arts, dance and music twice a week. Physical Education and Health The students will learn to recognize that being physically fit and establishing a healthy lifestyle is critical to their well-being. Students will have physical education twice a week and daily outdoor physical activity. Educational Philosophy The Tapestry Charter School Founders believe that this approach to education will develop children who are motivated to learn for the sake of learning, feel secure in school and treat others with respect, will stand up for what they believe, show sensitivity to others, are problem-solvers who are more willing to take responsibility for their own behavior and learning, and will grow to be productive, caring, nurturing adults. The Tapestry Charter School Founders Candace Caprow, Amy Friedman, Joy Pepper, Steven Polowitz, Hannah Raiken-Schulman For more information please contact: Joy Pepper or messages may be left at the office of Steven Polowitz

*2?

The Founding Committee

Candace L. Caprow has been a School Psychologist with the Niagara Falls Public Schools since 1989. She has a Bachelor of Science degree in Special Education from Ohio University, a Master of Education degree in Counselor Education from Arizona State University and a Master of Arts degree in School Psychology from the State University of New York at Buffalo. She holds a NYS Permanent Teaching Certificate in Special Education and a NYS Permanent School Psychologist Certificate. Prior to becoming a School Psychologist in Niagara Falls she taught at the Bostrom Alternative Center for EducationinPhoenix^^ Arizona, at the Grand Island High School and in the Buffalo Public School System. She isflHHHflHil HHHand is currently a member of the National Association of School Pyschologists and the Western New ^ml^sociation of School Psychologists.

Amy H. Friedman isflflflHHHHHF a community activist. In 1999 she was a recipient of the "Pathfinder Awaro^ivenb^epresenSt!ve^f the Buffalo Business Community for her work in public education. She was a member of the City of Buffalo Charter Revision Commission that was charged with revising the City of Buffalo's governing charter where she served as the Chairperson of the Task Forces on Budget and on Education. She has a Bachelor of Arts degree in History from Allegheny College and has served in leadership positions in the Olmsted Home School Association, "Friends of Crane Library" and the Junior Group of the Albright-Knox Art Gallery. In 1997 she was appointed by the Superintendent of the Buffalo Public Schools to be a member of the special task force charged with reopening school libraries.

Joy Stanli Pepper is a Founder and Partner, Director and Teacher of The Right Place for KIDS., a preschool and kindergarten program for children three to five years of age established in 1991. She also is currently a Student Teacher Supervisor for Erie Community College, leads a program of workshops on Art and Literature for the ECC Education Departments Curriculum Class and leads a series of Art Workshops for children. She has a Bachelor of Science degree in Art Education with a Minor in Textile Design from the State University College at Buffalo and a Master of Education degree in Early Childhood Education frc-n the State University of New York at Buffalo. Prior to opening her own school she taught at the Calasancti JS School and at various day-care and preschools in the Buffalo area including the Jewish Center of Greater Buffalo and the Campus Child-Care Center at SUNY Buffalo. She is a recipient of the 2000 "Pathfinder Awards." She|^^^HHHHHH|Bhas been active in several community projects including Forever Elmwood wheresRese^eRsmeTRnairperson of the Beautification and Garden Committee.

Steven H. Polowitz, esq. is a partner in the law firm offH^HIHII^HHHF where he specializes in Mortgage Banking, Real Estate and Community Development He is admitted to the practice of law in both New York State and Florida. He has a Bachelor of Arts degree in Political Science from the State UniversityofNew York and a Juris Doctor degree from SUNY Buffalo School of Law. He is fl^HHB flp|BHmpcurrently is a member of the Erie County Bar Association where he is active on the Real TstateTomnmtee, the Florida Bar, Phi Beta Kappa Society and is President of the Board of Directors of the Buffalo Neighborhood Housing Services, Inc. He previously served on the Board of Directors of the West Side Neighborhood Housing Services and the Kadunah School of Buffalo and is a past member of the City of Buffalo Housing Court Advisory Council.

Hannah Raikea-Scbolman has been a Dance Teacher for the Buffalo Public Schools at the Buffalo Academy for Visual and Performing Arts since 1978. She attended the Julliard School of Music and has a Bachelor of Arts, Magna Cum Laude, in Dance from the State University of New York at Buffalo and a ^gasterofArts in Humanities with a focus on Dance Education from SUNY at Buffalo. She isj HUP and has participated in numerous local dance productions both as a performer as well a5 a choreographer. She wrote and produced a video documentary "A Chance to Dance" which was aired on WKBW-TV, was a member of the Buffalo Public Schools Curriculum Committee and has appeared as a panelist guest speaker and/or presenter at many workshops and conferences sponsored by organizations such as the New York State Education Department Hampshire College and the University of Utah.

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Tapestry Charter School Survey

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#D1SS&- 3i*i ^7 Institute to provide help filling the admission application to potential applicants or their representatives Inaddition, all the studentsparentsor guardians ortheirrepresentativeswillfilla sectionoftheapplicationformthatwill indicated

D students placeofhirthorancestrv, ^ vearsenrolled inaschooloutsidetheLI.S., ^ languages spoken most ofthe time to the student, in the home or residence, ^ languages that the student understands, ^ languages that the student speaks, ^ languages that the student reads, ^ languages that the studentwrite, and D howwell the student understand, spea^ read, and write English ^verv well, onlv alittle,notatall^.

All potential nonDEnglish speaking applicants will he identified for further assessment if selected through the lottervforentrv into the Ta^e^^^a^e^Scho^^. An oral language interview and two oral language assessment instruments will he used to determine English language proficiencv.The level of service the student will receive will depend on the English oral and reading levels as well as the parents request and desire for special services.The Language Assessment Scale^ral^LAS^ will he used to determine the orallanguage proficiency Students who score^,^or^will he classified LEP and will receive intensive Shelter ESL. The Language Assessment Scale^eading^LAS^^willhe used to determine the English reading level. Students who score level four or five in English are tested for reading proficiencv using the LAS^ ^.Students will not he ahle to refuse ESL services ifthev are in need of these services. Students will he assesses atthe end of each academic vearwithadifferent form of the same test to determine whetherthestudents are in need of more ESL services or ifthe studentscanhetransitionoutofESLintomainstream English language artsclasses. Parents of LEP students will receive an orientation inalanguage that thev understand. Theorientationwillprovide parents information ahoutthe language assessment procedures,process to transition out of ESL classes, charter schools concept, and theTapestry Charter School.Consultants will be hired to effectively communicate with the parents or guardians and to ensure that they understand the information The orientation will provide parents an opportunity to become familiar and ask questions about Shelter ESI^, the special language approach that will be used to teach students English and reinforce content area instruction.

D ^how an appropriate special language pro^rar^ to teach the students English will redeveloped and how It will hedemonstrated that the program ha^ been succe^^^l^

There are less than five percent students classified as ^E^ in the public school system of the City of Buffalo Therefore, the potential number of I^E^ students who will apply to theTapestry Charter School may be conceivable small, nevertheless, the Tapestry Sohool will be prepared to serve all the I^E^ students who are selected through the lottery Shelter English asasecond language services will be provided by trained tutors if the number of I^E^ students is very small orapart time teachers if there isasignificant number of students in the sohool^O or more^. Shelter English olasses will be coordinated withsub^ectareastoreinforceoontentaswellas English language acquisition, ^art^time ESI^ teachers ortutors will provide daily individuali^edor small group ESI^ instruction for at least one periodadayto the I^E^students.These trained tutors or ESI^ teachers will coordinate with theclassroomteachertoensure that the ESI^ instruction is based on the content area curriculum of the school. Shelter ESI^ classes will be based on theTapestry School curriculum and content area high orderthin^ing skills. The focus of Shelter ESI^ instruction will be on hand on activities to promote content leading and to develop basic communication and cognitive^academic English language proficiency skills, graduate students from area colleges and universities enrolled in master level ESI^andbilingual teacher trainingprograms will beemployedastutors. graduates of these programs and doctoral level ESI^ specialists from local universities are potential part-time ES^ teachers, furthermore, theTapestry School teachers will be provided the opportunity to participate in the ESt^ and bilingual EducationTeacherTraining program of the university at Buffalo to becomefamiliarwithcurrent approachesforteachingsecond language ^^ leamers^ ^t the end of the spring semester students who have participated in the program for at leasts!^ months will be tested to determine progress ^he following instruments will be used as post tests to measure gains in English language proficiency^re^^ English grade^^ormO^and^evel^l 0- English grades^ students scores and information generated froman interviewwith the parents will be used to determine the need for additional ^^ services orfortransitioning out of^^

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^^studentsattendingthe^apest^y^a^e^^c^^l will be integrated in mainstream classrooms and will participate in curricular and extracurricular activities in the school ^^ students will participate in one shelter ^t^periodaday but will participate in the regular classroom instruction for the rest of the periods ^art-time tutors will be hired to provide shelter ^1^ content area small group and individualized instruction If there are twenty or more 1^^ students in the schoolapart-time teacher will be hired to provide shelter ^1^ pull-out instruction as well as tutors to provide individualized instruction coordinated with the subject areas ^mall groups will be organised according to age^ and reading and oral language proficiency levels tutors will provideinstruction in the mainstream classrooms and will help students to participate and comprehend content presented in English bilingual parents and community members will be asked to volunteer and participate in school curricular and extracurricular activities and therefore serve as role models for 1^^ students It is important to stress that inthe^a^e^^yO^a^e^^c^o^^allthe students including ^^ students^ will participate in foreign language instruction parents and community members will be invited to collaborate with the foreign-second language teachers and promote bilingualism among all the studentpopulation

^ 940 . a plan that ensures that the needed staff, curricular materials, and facilities are in place and used properly;

The LEP students will participate in all the curricular and extra-curricular activities of the school. The Shelter ESL instruction that the students will receive one period a day will be integrated with the English language arts curriculum offered to all the students in the school. Part-time ESL teachers and tutors will develop activities based on the NYS ESL curriculum and the Tapestry Charter School's English Language Arts curriculum (see Attachment 15). Furthermore, the school will obtain materials like the ESL Series from Scott and Foreman-Adam Wisely to integrate with the NYS ESL Curriculum. The University at Buffalo Curriculum Center in the Lockwood Library contains a variety of materials in English language arts and ESL to loan to local schools and teachers. The Tapestry School founders have already established contact with local colleges and universities to recruit trainees from their graduate ESL and bilingual teacher education programs to serve as part-time tutors and teachers. There are three local colleges and universities that receive T VII funds from the US Department of Education to train bilingual and ESL teachers: University at Buffalo, University College at Buffalo, and University College at Fredonia. Students from these institutions are potential applicants for the positions.

• ...appropriate evaluative standards for measuring the progress of LEP students, including exit criteria;

The tapestry ESL staff in collaboration with consultants from local colleges will administer the Language Assessment Scale-0 (LAS-O) to measure listening and speaking skills in English. The language Assessment Scale-R (LAS-R) will be used to measure the reading level of LEP students. The LAS is the most commonly used test in NY State to determine the initial language proficiency level of non-native English speaking students. Its reliability and validity has been well documented (LAS Language Assessment Scales, Interpretation Manuals, DeAvila and Duncan, Macmillan and McGraw-Hill). These scales are widely used for placement in ESL levels and exiting language programs. There are two forms for each level of the test: a) Pre-Las Pre-LAS- English-grades pre-k and K (pre-test Form A), Level 1 C-English-grades 1-6 (pre-k test), and Level 2 C-English-grades 7-12 (pre-test); and b) Pre-LAS-English-grades Pre-k and

oLlO ^(post^test Form 8^e^el^O^English^grades^(post^test^, and l^evel^O^English^ grades^2(post^test^hepre^estforms(Pre^l^ASFormA,^evel10,and^evel20^ will be administered for initial identification when the student enters the school for the first time or if the student re-enters after he/she has been out for at least one year without receiving ES^services.^hepost^test forms (Fre^l^AS Form 0,l^evel10, and l^evel^O^ will be administered to measure gain in oral proficiency after the students have received Shelter ESI^ services for no less than si^ months, and no later than after one year corresponding forms of the I^AS^ will be used to determine the reading levels prior to and after receiving ES^ services.

D ^a process for con^nue^p^og^amassess^ien^ and r^^^ca^o^wne^e ^eede^

^he Shelter ESI^ program will be assessed along with the additional instructional components. (See Attachment I^.Fun^hermore, the performance of the students in all the content areas, math, reading and English will be treated asacohort to conducta detailed analysis of their performance. In addition, an external evaluatorwith expertise in the education of I^EF students will be brought to assist the staff conducting the analysis and interpretation of the data.^his consultant will also conduct interviews with asample representative ofthel^EPstudentsparents and the staff, ^he qualitative data generated willassisttheteam of staff,teachersandadministratorsformulating recommendations for program improvement.^heconsultantwilldevelopareportforthe school administrators and board.^he report will also be available to all the parents of I^EF students. D ^an^^ca^on^a^a^o^a^o^nr^^o^^^^e^^a^e^^a^^e^^o ^as^e^^^ed^^edbe^a^^e^f^he^^ac^^E^^^^

National origin minority students will be assessed to identify their language proficiency level todetermineifthey are in need ofESt^ services. Students who are also referred for special education services and are in need of ESI^ will receive Shelter ESI^ instruction in collaboration with the necessary special education services. No student will be placed in classes for the disabled solely on the basis of their lack of English skills. Students suspected ofadisability will be assessed for special needs (see Attachments Furthermore, students who are I^EP and who are referred for testing 942 for special services will be assessed by a trained school psychologist, on a consultant basis, who speaks the native language of the students or who are qualified to evaluate LEP students. • ...an assurance that parents whose English is limited receive notices and other information from the proposed charter school in their dominant language The Tapestry Charter School will develop translations of notices and other school information in the native language of the parents. The school will hire translators, as consultants, from the International Institute and local colleges and universities. It will also use parent and community volunteers to translate notices and information for parents whose English is limited.

£1X B: Educational Services for 943 Students with Limited English Proficiency

If one or more students attending a charter school have a limited English proficiency, federal law requires that the charter school must provide such students with assistance that is sufficient to provide them with an equal educational opportunity. (See 20 U.S.C. §1703 and 42 U.S.C. §2000d.)

An individual has a limited English proficiency if he or she: (I) was not born in the United States or has a native language other than English; (2) comes from an environment where a language other than English is dominant; or (3) is an American Indian or Alaska native and comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency. (See 20 U.S.C. §3283).

The New York Charter Schools Act allows charter schools to establish the English instruction programs used in traditional public schools - "English as a Second Language" (ESL) or "bilingual education" - or to employ more innovative (and viewed by many to be more successful) English instruction programs such as "immersion."

INNOVATIVE ENGLISH IMMERSION PROGRAMS

One alternative to existing bilingual programs is "structured immersion." Under structured immersion, students are taught all subjects only in English, and thus are given concentrated full-day instruction in the desired language rather than for just a single period a day. "Structured immersion" is not a new concept In fact, many English-speaking Americans are enrolled in structured immersion programs to learn foreign languages. The concept is simple: the more time a person is exposed to a language and is required to speak a language, the greater chance that the person will acquire literacy promptly. For many children, language instruction one period a day — as is required by New York State bilingual regulations - is just not enough. Among the best regarded structured immersion programs are Concordia Language Villages in Minnesota rwww.eord.edu/deot/dvV Middlebury College Language Schools in Vermont (www.middieburv.edu/-lsL and the Foreign Language Institute in Monterey, California rhttD://dH-www.armv.min.

ENGLISH INSTRUCTION PROGRAMS IN NYS PUBLIC SCHOOLS

Traditional public schools in New York essentially offer two approaches for educating Limited English Proficiency ("LEP") students based on State Education Department regulations (see 8 NYCRR Part 154): a transitional bilingual education program or a free standing English as a Second Language program. Both avenues of instruction must develop four language skills: listening/comprehension, speaking, reading and writing.

IV-G-13 Ifaschooldistricthas^uormorel^E^ students with the same native language, in the ^ ^ same grade and in the same building, it has to provide such students with bilingual education programs, including Englishasasecond language^E^I^^. The students are supposed to acquire English proficiency, while being taught subject areas in theirnative language. Eventually,the students are to transition into instruction in English only. The program must have an E^E component,acontent area instructional component, andanative language arts component.

The E^I^ component is designed, through various second language teaching techniques, to develop English language skills and proficiency. EE^ students must receive E^E instruction ^oraminimum of one unit of study per week during the school yeat^. The ^tate Education department recommends that such instruction occur daily and that,^students who speak little to no English, such students receive E^E instruction ^or at least two units ofinstructionperweek.

The content area component requires that subjects like mathematics, science and social studies be taught in the native language and in English, with the school district determining the breakdown between the two languages. The native language arts component requires one unit of studyperweek in the student^snative language. It is recommencled that this should occu^ daily.

En^lishasa^econdEan^ua^e

school districts having EEI^ students, butnot^Ostudents with the same native language in the same building, must provideaprogramofEnglishasa^econdEanguage and may provide aprogramofbilingual education as well to such students.

The E^E program is meant to address bothsocial English and academic English. EEI^ students must receive E^E instruction ^ranummumofoneumtofstudyp^r^veek during the school year. It is recornmendedmatsuchin^trucnonoccut daily and that, ^orstudentswho speak little to no English, such instrucuon should be ^oratleasttwounit^ of study perweek.

E^Econtentarea classes are taughtinEnglish supported hy^E methodologies.

Tolearnmoreab^uthowcharterschoolsmu^tassistE^^tuden^ call the El.^. E^epartmentofEducanonat^^^^. ^5 ^^f^he proposed ^han^er^cho^^ would ^nc^ude any methods and strategies for dea^ng^hapop^a^onofstudent^^atns^ of academic fa^ure^attacha de^cr^ono^^e^geted^atris^s^uden^ population and describe such n^e^hodsors^a^eg^es^ttachn^ent^ ^llstudents are at risk of academicfailure if they are not given opportunities that accommodate their unique learningstyles v^e anticipate that a relatively high percentage of potential^apestry charter ^choo^ students will be at risk because they are currently enrolled in schools that do not recognise students individual learning styles Iv^any of our parent survey responses ^see attachments indicate dissatisfaction and unhappiness with the public schools for reasons such as lack of appropriate educational materials, lack of art^music programming, lack of appropriate and sufficient opportunity for physical education andactivity, lackof innovative curriculum and lack of spaceD methods and strategies for dealing with this at^risk population will include, for each subject area, individual, paired, small and large group activities designed to meet the needs of each student while satisfying the standards set by the ^tate education department and the^ape^rv^ha^ter^cho^4 smaller class si^e and pastime to full time aides in classrooms will allow for greater attention to and time with each student academic subjects scheduled at the same time across grades allow for movement between classesaccording to ability l^ulti^ageclassroomsprovide peer tutoring opportunities, allowchildrentoworkata variety of developmental levels, offer enrichment and remediation within the content ofthedass^ ^he daily practice of^oming^eeting^ will help to setthe tone andclimateofthe classroom for leaming^ weekly class meetings will help students deal with solving problems and building awareness both academically and socially In orderfor children to reach their fullest academic and social potential, they need ^^close and caring relationships with pe^rs and teachers,^opportunities to practice and benefit from pro^ social values, ^challenging, relevant curriculum, and ^^ close cooperation and communication between families and school staff^ ^ ^he longer school day will incorporate opportunities for students to socialise and enjoy physical activities ^he interactive, hands on learning will benefit those students often diagnosed for special education because they have not had sufficient oppon^unity for movement within andwithout their classroom Attention will be paid to each chiles learning strengths and assistance will be provided to help each child overcome his/her leamingweakness^es^. parent involvement and the integration of skills in intellectual, ethical and social developmentwill be key factors in the^ape^^^a^e^^c^o^ program ^his will include family workshops and seminars on violence prevention, peer mediation and conflictresolution, as wellasregularclass meetings for all students.

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P HfcO^ J^o ^ attach 8 description of the programmatic ar^d fiscal impact of the establishment of this charter school onex^st^^ public and nonpubl^c schoolsinthecommunity ^ttachment^^ TheTapestry Charter School will broaden school programming choices for parents in the City of Buffalo The school will be unique in design, curriculum, size, philosophy,andgovernance There are currently^SC^I^C^S in the area^ public or non^public, offering what the Tapestry CharterSchoo^ proposes to offer^ Since charter schools are new to l^ew^ork State and to Buffalo, and since the Tapestry Charter School wouldbe one of the first to become operational in ^rie County, there is no way to fully assess the programmatic impact on existing public and private school It is clear that theTapestry Charter S^hoo^ will have an immediate impact upon school choices available to parents for their children ^lowever,giventhe small size of the proposed student body for theTapestry Charter School, its likely impact on existing publicand private schools will be relatively small^ The fiscal impact to the City of Buffalo public schools can be determined by calculating the cost to the Buffalo 8oard of education for each City of Buffalo child attending the Tapestry Charter School assuming both an enrollment of^lOustudents as proposed for the first year of operation and that all ^100 students are City of Buffalo residents, the costto the Buffalo Ooard of education will be approximately ^^0,00000 for the ^00^1^00^ academic school year Civen the size of the Buffalo public Schools^ budget ^approximately ^o^0 millions per pupil expenditure is well in excess of ^0 thousand per st^dent^ ^t an approximate cost of ^^00 per student for charter school students ^according to r^ew^ork State Charter Schools ^ct^C^B^O per pupil aid figures^, the Tapestry Charter School may prove to beabargainforthecityofSuffalo^ ^or students leaving private schoolsto attend the Ta^es^ryCharterSchoo^, the fiscal impact on those schools will be the loss of tuition revenue for each lost student ^inally,theTapestryCharterSchoo^alongwith ^11 otherCharter Schools in the City of Buffalo will, forthe first time, provide for real competition among public school This competition will hopefully be an impetus for existing publicschools to improve the quality of programming and education, thereby benefiting all public school students in theCityofSuffalo 974 28. List of proposed Board of Trustees for the school and provide background information on each [Attachment 28].

The initial proposed Board of Trustees for the school have been identified as follows:

Deborah Abgott Amy Friedman Lilliam Malave Tanya Perrin-Johnson Steven Polowitz

It is the intention to ultimately have a full Board consisting of seven (7) members, two (2) of whom will be parents of Children attending the Tapestry Charter School and who will elected to the board by vote of the PTA.

See Resumes for identified Board members on the following pages.

3*13. DEBORAH A. ABGOTT 975

Residence:

EDUCATION

1974 State University of New York at Binghamton Bachelor of Arts in English Literature

EMPLOYMENT

Appleby & Associates, Atlanta. Georgia 1974-1980 Graphic Artist

Partners' Press. Inc. 1980-1987 Art Director 1987-1992 Production Manager 1992-1994 Vice-President 1995-Present President, CEO

PROFESSIONAL MEMBERSHIPS

Printing & Imaging Association of New York State 1999- President, Board of Directors, Buffalo 1998-1999 Chair. Management Development Committee, Buffalo 1996-Present Board of Directors, State-wide 1995 -Present Board of Directors, Buffalo 1994-Present Member, Management Development Committee, Buffalo

Buffalo Executive's Association 1999- Board of Directors 1998-Present Chair, Membership Committee 1995-Present Member

CEPA Gallery 1999- Board of Directors

Rotary Club of Buffalo 1999 MembCT REDACTED JV3 d^lYlHJFgn

Buffalo, N 976

ACHIEVEMENTS

1999- Recipient 1999 "Pathfinder Award" given by representatives of Business community for work in public education.

1998- Appointed by Mayor Anthony Masiello of the City of Buffalo to the 15 member Charter Revision Commission charged with revising the City of Buffalo's governing charter. Chairman of Task Forces on Budget and Education.

1997- Appointed by Dr. James Harris, Superintendent of the City of Buffalo Public Schools, to a special task force charged with opening the Buffalo Public Schools' libraries which closed due to labor and related issues.

COMMUNITY INVOLVEMENT

1998-99 Vice-President for Academic Affairs, Olmsted Home School Association

1997-98 "Friends of Crane Library" volunteer, instrumental in developing community si:oport for library renovation

1996-98 Vice President for Fundraising, Olmsted Home School Association

1994-96 Membership Chairman, Olmsted Home School Association

1994-95 Chairman of the Junior Group, Albright-Knox Art Gallery and Chairman of the Children's Extravaganza, member of Gallery's New Group

Member of neighborhood Block Club Association

EMPLOYMENT

1981 -86 Merchandise Coordinator/Buyer, Ways & Means, Pittsburgh, PA

EDUCATION

1981- Allegheny College, B. A. History

PERSONAL 077 TANYA PERRIN-JOHNSON ° ' ' Buffalo, NY

EDUCATION

CANISIUS COLLEGE, DEPARTMENT OF EDUCATION Master of Science, Counselor Education May 1990

SYRACUSE UNIVERSITY, COLLEGE FOR HUMAN DEVELOPMENT Bachelor of Science, Family and Community Services May 1983 Concentration: Psychology/Social Work

ACHIEVEMENTS

• Developed First New York State Pharmacy Technician Apprenticeship 1995 • Business First, "40 Under Forty" Award, 1993 • Alpha Kappa Alpha Sorority Award "Blazing New Trails"

ORGANIZATIONAL AFFILIATIONS

Leadership Buffalo, Class of 1992 Hospice Buffalo, Advisory Committee Homespace, Inc., Board Member Friendship Baptist Church, Trustee Junior League Community Advisor Jack & Jill of America, Inc. Shaken Baby Syndrome Task Force Alpha Kappa Alpha Sorority, Inc., Gamma Phi Omega Chapter Greater Buffalo Community Housing Center Advisory Committee United Way Campaign Region Chair Mental Health Inclusion Task Force

PROFESSIONAL EXPERIENCE

YWCA of Western New York Chief Executive Officer 11 /98-present Responsible for the executive and administrative leadership of the Association. Ensure that the YWCA fulfills its Mission in public policy advocacy and racial justice initiatives. Engage and work with volunteer leadership in all YWCA committees, task forces or work groups, to ensure a plan of work designed to concretely address the Mission of the YWCA.

31 & REDACTED 978 STATE UNIVERSITY OF NEW YORK AT BUFFALO Lecturer, Work Employment 10/97-present Prepare students for the transition to employment by facilitating classes on researching potential employers, identifying benefits, resources and opportunities that exist within an organization, and emphasizing the value of hands-on learning via internships, volunteering, and community service activities.

CLARKSON CENTER, INC. Assistant Director 6/95-10/98 Supervises, directs staff and manages the daily operations of the employment and training division. Responsible for advocacy, establishing community partnerships, identifying funding sources, preparing grants and managing finances, adhering to budget constraints. Create unique opportunities for employers to interact with agency constituents through the development of community-based initiatives designed to recognize partnership efforts between educational and private-sector entities. Serve as principal contact for governmental sources.

Apprenticeship Development Coordinator 4/93-6/95 Established and maintained relationships with area employers for the purpose of identifying training venues and work based learning opportunities for clients. Managed, directed and coordinated activities of various projects insuring that aims, goals, and objectives were accomplished in accordance with prescribed priorities, time limitations, funding conditions and client needs. Participated in formulating and administering organizational policies and procedures.

Coordinator of Counseling, Vocational & Instructional Services 3/88-4/93 Planned, directed and supervised implementation of work assigned to the counseling and academic units. Coordinated functions with other service areas of the agency to insure delivery of comprehensive services to economically disadvantaged, underemployed and unemployed clients.

Life Skills Educator 11/86-10/87 Responsible for interviewing and scheduling of all prospective participants; served as a team leader for all interview teams. Responsible for the implementation of the orientation program and Life Skills lab. Conducted and served as staff group leader in weekly developmental sessions.

J*/> CURRICULUM VITAE DR. LILLIAM M. MALAVE

Department of Learning and Instruction

EDUCATION

Degrees Ph.D. Department of Educational Organization, Administration and Policy. University at Buffalo, 1984. M.Ed. Guidance and Counseling. Teachers College, Columbia University. M.A. Elementary School-Guidance. Teachers College, Columbia University. B.A. Mathematics and Liberal Arts. University of Puerto Rico.

Bilingual Education Training Research in Bilingual Education NYS Ed. Dept. Institute at SUNY Albany. Research in Second Language Acquisition NYS Ed Dept. Institute at McGill University Herbert H. Lehman College, Child Psychology and Education (Teacher Certification Program) EMPLOYMENT HISTORY Associate Professor of Education. Department of Learning and Instruction. University at Buffalo (1992-present). Interim Director of the Institute for Urban Education. Graduate School of Education. University at Buffalo (1998-99).

Director of Elementary-Bilingual Education. Department of Learning and Instruction. University at Buffalo (present).

2V REDACTED Assistant Professor of Education. Department of Learning and Instruction. *" University at Buffalo. Research Assistant Professor of Education. Department of Learning and Instruction. University at Buffalo. Instructor of Elementary-Bilingual Education. Department of Learning and Instruction. University at Buffalo. Assistant Professor of Education. Division of Social, Behavioral and Professional Sciences. D'Youville College . Assistant Professor of Bilingual-ESL Graduate Education. Cooperative Program, Fredonia State University and D'Youville College. Director of the Elementary and Bilingual Education Program. Division of Social, Behavioral and Professional Sciences. D'Youville College and Fredonia State University College. Buffalo, New York. Assistant to the Director of Bilingual Education. Buffalo Board of Education, Buffalo, New York . Confidential Assistant to the Mayor (Major Stanley Makowski). Buffalo, New York. Student Teacher Supervisor. Teacher Education Program. Teacher Education Office, University at Buffalo . Research Associate. Department of Counseling Education. Richmond College and the Graduate School of Education. CUNY. Lecturer of Education and Psychology. Teacher Education Department, Division of Teacher Training, Medgar Evers College. CUNY . Bilingual Education Teacher. Buffalo Board of Education.

Bilingual Community Teacher and Professional Assistant. NYC Public Schools .

AWARDS National Conference of Christians and Jews Education Award (1998) New York State Association For Bilingual Education Pioneer Award (1997). National Association For Bilingual Education Pioneer Award (1995). New York State Association For Bilingual Education Outstanding Achievement Award: Gladys Correa Award (1989). Bilingual Education Program Award. Educators of Language Minority Students (1986).

3lz 981 Community Service Award for Educational Leadership. Erie Community College (1984). Community Service Award for Educational Leadership. Hispanic Community Association (1983). Nominated, Outstanding Young Woman of America (1982). Community Service Award for Educational Leadership. Puerto Rican- Chicano Association (1980).

SCHOLARSHIPS, ASSISTANTSHIPS, & FELLOWSHIP Fullbright Scholar. Commission for Educational Exchange, Washington, DC. Selected for a Fellowship and Internship in the Washington Institute for Leadership in Education. Assistantship. Teacher Education Department, University at Buffalo . Fellowship. Education Professions Development Act. Management for Educational Change Program, University at Buffalo. Fellowship for Graduate Studies, Teachers College, Columbia University, New York. Honor Scholarship for Undergraduate Studies, University of Puerto Rico. San Juan, Puerto Rico .

GRANTS AUTHORED AND RECEIVED AT THE UNIVERSITY OF BUFFALO Professional Development Award. Parent Leadership Academy Grant. Office of the Vice-president for Total $10,000.00 Public Service and Urban Affairs. University at Buffalo(1999). Professional Development Network Research Grant, GSE, (1997). Total $ 2,500.00 New Faculty Development Award. NYS-UUP Joint Labor Management Committee, University at Buffalo, (1988). Total: $ 750.00 Elementary & Bilingual Education Personnel Training Education, (1979-80). Total: $114,489.00 Elementary & Bilingual Education Personnel Training Education (1980-81). Total: $ 117,878.00 Bilingual Teachers Certification Requirements, (1981-82). Total: $148,003.00 Elementary Education Personnel Training Program, (1982-83). Total: $134,585.00 Elementary & Bilingual Education Personnel Training, (1983-84). Total: $ 134,148.00

311 982 Elementary & Bilingual Education Teacher Training Program (1984-85). Total: $ 190.148.00 Elementary & Bilingual Education Teacher Training, (1985-86). Total: $180,127.00 Elementary & Bilingual Education Personnel Training (1986-87). Total: $183,245.00 Elementary & Bilingual Education Personnel Training, (1987-88). Total: $178,305.00 Elementary & Bilingual Education Personnel Training (1988-89). Total: $185,381.00 Education Personnel Training (Bilingual), (1989-90). Total: $210,839.00 Bilingual/ESL Education Personnel Training Grant, (No Cost Extension.) (1990-91). Total: $ 58.700.00 Early Childhood & ESL/Bilingual, (1988-89). Total: $150,844.00 Early Childhood & ESL/Bilingual, (1989-90). Total: $160,628.00 Early Childhood & ESL/Bilingual, (1990-91). Total: $189,158.00 Early Childhood & ESL/Bilingual, (1990-91). (No Cost Extension.) Total: $ 7,829.00 Early Childhood & ESL/Bilingual, (1991-1992). Total: $197,672.00 Early Childhood & ESL/Bilingual, (1992-1994). Total: $360,000.00 Bilingual Second Language Acquisition, (1995-97) Total $216,650.00 Bilingual Second Language Acquisition, (1997-98) Total $129,994.00 Bilingual Second Language Acquisition, (1998-01, Approved) Total $663,808.00 Bilingual/ESL Education Doctoral Fellowship. (1979-80). Total: $ 75,000.00 Bilingual/ESL Education Doctoral Fellowship, (1980-81). Total: $ 42,878.00 Bilingual/ESL Education Doctoral Fellowship, (1981-82). Total: $ 49,595.00 Bilingual/ESL Education Doctoral Fellowship (1982-83). Total: $ 48,995.00 Bilingual/ESL Education Doctoral Fellowship, (1983-84). Total: $ 49,490.00 Bilingual/ESL Education Doctoral Fellowship, (1984-85). Total: $ 50,648.00 Bilingual/ESL Education Doctoral Fellowship, (1985-86). Total: $ 49,448.00 Bilingual/ESL Special Education Doctoral Fellowship, (1986-87). Total: $ 75,663.00 Bilingual/ESL Special Education Doctoral Fellowship, (1985-86). Total: $ 46,992.00 Special Education and Bilingual Fellowship, (1986-87). Total: $ 37,560.75 Special Education and Bilingual Fellowship, (1987-88). Total: $ 9,700.00

3So Bilingual/ESL Education Doctoral Fellowship. (1990-91). Total: $ 48,392.00 983 Bilingual/ESL Doctoral Fellowship, (1991-92). Total: $ 71,198.00 Bilingual/ESL Doctoral Fellowship, (1992-93).(Estimated) Total: $ 71,198.00 Bilingual/ESL Doctoral Fellowship, (93-94) Total $ 145,720.00 Bilingual/ESL Doctoral Fellowship, (94-95) Total $ 87,432.00 Bilingual/ESL Doctoral Fellowship, (95-97) Total $ 103, 666.00 Bilingual/ESL Doctoral Fellowship, (98-01) (Estimated) Total $309,000.00 Grand Subtotal $ 5, 298, 681.00 GRANTS AT OTHER INSTITUTIONS Bilingual Education Undergraduate Training Program. D'Youville College. U.S. Office of Education (1975-78). Total: $255,000.00 Estudia Inc. Hispanic Community Organization. City of Buffalo. Co-author (1973-77). Total: $300,000.00 Consortium of Spanish Speaking Organizations. Manpower Planning Division. Co-author. City of Buffalo (1975-79). Total: $500,000.00

Other Grants Awarded

University at Buffalo-One Bilingual Education Fellowship and one Training Grant Co-authored with Anthony Papalia (1978-79). Amount estimated at Total $250,000.00. Fullbright-Hays Grant, Commissioner for Educational Exchange between the U.S.A.. and Colombia. Total $16,000.00 Grand Subtotal $1,316,000.00 Grand Total of Awards Received $ 6,614,256.00

PUBLICATIONS Volumes of Refereed Journals Edited

Malave\ L. (Ed.) (1997) NY SABE Journal. (Vol. 11). New York: New York State Association for Bilingual Education.

3SI QQ4 Malave, L. (Ed.) (1993). NABE '92-93 Annual Conference Journal. (Vof * ^ IV). Washington, DC: National Association for Bilingual Education.

Malave, L. (Ed.). (1992). NABE '90-91 Annual Conference Journal. (Vol. III). Washington, DC: National Association for Bilingual Education. Malave, L. (Ed.). (199n. NABE 88-89 Annual Conference Journal. (Vol. JJ). Washington, DC: National Association for Bilingual Education. Malave, L. (Ed.). (1988). NABE 87 Annual Conference Journal Theory. Research and Applications: Selected papers. (Vol. I). Fall River, MA: National Dissemination Center. Books Edited Malave, L. and Duquette, G. (Eds.) (1991). Language. Culture and Cognition: A collection of studies in first and second language acquisition for educators in Canada and the U.S. London: Multilingual Matters, Inc. Chapters in Books Malave, L. (1997). Cooperative Instruction in Bilingual Settings. In G. Duquette (Ed.) Methods and strategies for teaching at the intermediate and secondary level, (pp. 190-194). N.Y.: Edwin Mellen Press. Malave, L. (1997). A pilot study of the participation of LEP students in cooperative education. In G. Duquette (Ed.) Methods and strategies for teaching at the intermediate and secondary level, (pp. 195-209). N.Y.: Edwin Mellen Press. Malave, L. (1991). Conceptual Framework to Design a Program Intervention for Culturally and Linguistically Different Handicapped Students. In L. Malave and G. Duquette (Eds.), Language. Culture and Cognition: A collection of studies in first and second language acquisition for educators in Canada and the U.S. (pp. 176-189). London: Multilingual Matters, Inc. Malave, L. (1990) L' apprentissage cooperatif en milieu bilingue In G. Duquette (Ed.) Principes pedagogiques. practique et theories au secondaire (first edition)(Chapter 22). Sudbury, Ontario: Laurentian University. Malave\ L. (1974). Puerto Rican Heritage Curriculum. State University College at Buffalo. Funded under E.S.E.A. DC.

Refereed Journal Articles Malave, L. (1996). Fundamentos Cognoscitivos: La Ensenanza del Ingles como Segundo Idioma Mediante tin Enfoque MultiHisriplinarin Journal of NYS Association for Bilingual Eduction, 611), pp. 1-25.. 9S5 Malave, L. (1993).Effective bilingual and ESL Teachers: Characteristics and the Oral language proficiency of their students. NABE '92-93 Annual Conference Journal. 4m. Washington, DC: National Association for Bilingual Education. Malave, L. (1992). Evaluating the Needs and Growth of ESL (LEP) Students in the Content Areas. Journal of NYS Association for Bilingual Education. 8(1). 1-14. Malave, L. (1992). Effective Instruction: A Comparison of the Behavior and Language Distribution of LEP Students in Regular and Effective Early Childhood Classrooms. NABE '90-91 Annual Conference Journal. 3(11.59-85. Washington, DC: National Association for Bilingual Education. Malave, L. (1991). Classroom participation and language distribution of special education-early childhood students in bilingual and monolingual settings. Journal of the NYS Association for Bilingual Education 1(1), 55-80. Malave, L. (1991). Contextual Elements in a Bilingual Cooperative Setting: The Experiences of Early Childhood LEP Learners. NABE '88-89 Annual Conference Journal. 2JCD. 96-122. Washington, DC: National Association for Bilingual Education. Malave, L. (1990). Cooperative Instruction in Bilingual Settings: A Pilot Study of the Participation of Limited-English Proficient Students. Journal of the New York State Association for Bilingual Education. 6LU, 41-56. Malave, L. (1988). Effective Schools Research and Language Instruction Programs. NABE '87 Annual Conference Journal Theory. Research and Applications: Selected papers. 1(1), 39-51. Fall River, MA: National Dissemination Center.

Monographs Malave, L. and Papalia A. (1980). Developing Bilingualism and Biculturalism. Albany, NY: New York State Education Department. Newsletter Minaya-Roe, L., Garcia, G.. Malave, L. et a!. Goals 2000: The Role of Bilingual and Bicultural Teacher Training Institutions of Higher Education . National Association for Bilingual Education Newsletter. Spring 96.

Book Reviews Malave, L. (1991). Bilingual Education: History, Theory and Practice.

3$3 8

Educational Policy. March. 101-103. QQR Research in Progress ^ou Malave, L. A study of parent and home influence in the development of bilingualism in young children: Implications for research and practice. Malave, L. A study of the implementation of a gifted and talented two way bilingual summer program.

Volumes in Progress Malave, L. Education for the Gifted and Talented: Research and Application (Volume commissioned by the NY 5ABE, 1998). Malave, L. (Ed.) (in progress ) NY SABE Journal. (Vol. 12). New York: New York State Association for Bilingual Education. Editorial Boards of Refereed Journals Editor, Editorial Board of the Journal of the NYS Association for Bilingual EitaiQD,( 1996-present). Member, Editorial Board of the Research Quarterly of the National Association for Bilingual Education (1991 -present) Member, Editorial Board of the Journal of the NYS Association for Bilingual Educations 991- 1996V Editor, Annual Journal of the National Association for Bilingual Education. (1987-1995). Technical Report Malave. L. (1997) Title VH Bilingual Training Grant Technical Report. Washington DC: U.S. Department of Education Grant and Office of Bilingual Education and Minority Languages' Affairs. Malave\ L. (1980). Tide VD Bilingual Training Grant Report. Washington DC: U.S. Department of Education Grant and Procurement Management Division. De Jesus, D. and Malave, L. (1981, 1982). Final Program Evaluation of the SUNY at Buffalo Title VH Bilingual Teacher Training Program. Washington. DC: U.S. Department of Education. Malave\L.(1983). SUNY at Buffalo Bilingual Teacher Training Progress Rspojt. Washington, DC: U.S. Department of Education. Torres del Valle, M. and Malave\ L.(1985, 1986, 1987). Progress Report of the Bilingual Teacher Training Program. Washington, DC: U.S. Department of Education. 351 INTERNATIONAL PRESENTATIONS

LECTURES Fullbright Sponsored Twelve Weeks Lecture Series (1994) at: Universidad Nacional de Colombia. Bogota, Colombia Universidad Pedagogica de Colombia. Bogota, Colombia. Universidad de Bucaramanga. Bucaramanga.Coiombia. Universidad de Barranquilla. Barranquilla, Colombia Presentations: Teaching Environments and Learning a Second /Foreign Language, English as a Second Language, Immersion, Bilingual Education, Sheltered English, and Technology in Second Language.

PAPERS: Fundamentos Cognoscitivos: La Enseiianza del Ingles como Segundo Idioma Mediante un Enfoque Multidiscipolinario. Novenio Encuentro Nacional de Pensamiento, Universidad de PR (1997) (Refereed) National Trends in Bilingual Education in the U.S. St. Mary University. Halifax, Canada (1988). (Invited) Research and the Acquisition of Foreign and Second Language Acquisition: Recent Findings. Universidad de Bucaramanga. Bucaramanga: Colombia (1994). Second and Foreign Language Acquisition: Reading and Writing, Language and Content, and Cultural Competence. Universidad de Barranquillas. Barranquillas, Colombia (1994).

Bilingual Education for Language Minority Students in Puerto Rico. Puerto Rican Association for Bilingual Education (1983). (Guest Speaker) Administration and Bilingual Education Program Design. Center for Research and Multicultural Studies, Cuernavaca, Mexico (1980). (Invited) NATIONAL PRESENTATIONS PAPERS A Multidimensional Framework for Culturally and Linguistically Diverse Gifted and Talented Education. National Association for Bilingual Education (1998). (Guest) An Innovative Teacher Training Program. National Association for Bilingual Education (1996). (Refereed)

3Ss 10

Goals 2000: The Role of Bilingual Bicultural Teacher Training Institution^988 of Higher Education. National Association for Bilingual Education (1995). (Refereed)

Comprehensive School Grants, National Institute of the Office of Bilingual Education and Minority Languages' Affairs. National Association for Bilingual Education (1995). (Invited)

A Dialogue on Futuristic Views on the Assessment of Young Children in Bilingual Special Education. Current Issues in the Assessment of Young Children. National Association for Bilingual Education (1995). (Refereed)

Teacher's Characteristics and Language Proficiency Achievement of Early Childhood Students: A Comparison of Children in Effective Classrooms. The New England Educational Research Organization Annual Conference (1993). (Refereed)

Effective Bilingual and ESL Early Classrooms: Teacher Characteristics and Language Proficiency Achievement of LEP Students. National Association for Bilingual Education (1993). (Refereed)

Effective Instruction: The Experiences of LEP Students in an Early Childhood Bilingual Education Classroom. The New England Educational Research Organization Annual Conference (1992). (Refereed)

Effective Instruction: A Comparison of Behavioral Factors and Language Distribution of LEP Students in Regular and Effective Classrooms. National Association for Bilingual Education (1992). (Refereed) Contextual Elements in Bilingual Education: A Comparison of the Experiences of Handicapped and Non-handicapped Students in Regular Bilingual Settings. American Educational Research Association Annual Meeting. Division G Paper Presentations (1991). (Refereed)

Contextual Elements in Bilingual Education: A Comparison of the Experiences of Handicapped and Non-handicapped Students in Bilingual Cooperative Learning Settings. American Educational Research Association Annual Meeting. Research in Bilingual Education SIG Roundtable (1991). (Refereed)

Evaluating the Needs and Growth of ESL in the Content Areas. International Reading Association Annual Convention. Institute on Learner's with Special Needs (1991). (Invited)

Research and Scholarship Needs on Language Distribution in the Content Areas. National Association for Bilingual Education Annual Conference. NABE Annual Journal Review Board Panel: How to Publish and Not Perish. (1991). (Invited)

Contextual Elements and Language Distribution in Bilingual Education: The Experiences of Three Groups of Students Participating in Bilingual Early Childhood Settings. National Association for Bilingual Education Annual Conference (1991). (Refereed) 35& 11

How to Publish and not to Perish. National Association for Bilingual 989 Education Annual Conference (1991). (Refereed) The Effect of Selected Instructional Variables on Early Childhood Culturally and Linguistically Different Children. National Association for Bilingual Education (1990). (Refereed) Characteristics of the Staff Development Components of Bilingual Programs. National Association for Bilingual Education Annual Conference (1989). (Refereed)

Coordination Efforts Between Local Education Agencies and Institutions of Higher Education. U.S. Department of Education Office of Bilingual Education and Minority Languages Affairs. ESEA Title VII Management Institute Washington, D.C. (1988). (Invited) Publishing in Bilingual Education. Research Findings and Selected Studies. National Association for Bilingual Education Annual Conference. Houston, Texas (1988). (Invited) A Framework to Study Organizational Features of Effective Instructional Programs for LEP Students. National Association for Bilingual Education (1987). (Refereed) Symposium on Spanish and Portuguese Bilingualism. Comparative Analysis of Bilingual Legislation's. University of Massachusetts at Amherst. Amherst, New York (1984). (Refereed) Legislative Process in Congress. Symposium on Spanish and Portuguese Bilingualism. University of Puerto Rico at Mayaguez. Mayaguez, Puerto Rico (1982). (Guest Speaker) Training Teachers in Bilingual Education: ESL-SSL Instruction. National Association for Bilingual Education, San Juan, Puerto Rico (1982). (Invited) Bilingual Higher Education Teacher Training. National Association for Bilingual Education, Anaheim, California (1980). (Refereed) Bilingual Teacher Education: Program Design. National Association for Bilingual Education (1979). (Refereed) Bilingual Education Legislation. National Association for Bilingual Education, New Orleans, Louisiana (1977). (Refereed) STATE PRESENTATIONS PAPERS Women in Bilingual Higher Education. Panel on Women as Subjects, Students and Teachers in the University. Center For Research and Women Studies, University at Buffalo. (1998) (Invited) 3D 13 990 Effective Instructional Characteristics: Implications for Teaching and Program Implementation. State Association for Bilingual Education (1987) (Refereed)

SUC AB Women's Conference. Hispanic Women Speak Out. State University College at Buffalo (1986). (Guest Speaker)

Right to a Bilingual Education: Language Development for LEP Students. Empire State College (1986). (Guest Speaker)

Buffalo Chapter of International Italian American Women. The Role of the Hispanic Female: A Puerto Rican Perspective. Buffalo, New York (1984). (Guest Speaker)

Bilingual Education Teacher Certification. "A New York State Higher Education Position Paper Framework." Teachers College, Columbia University (1982). (Invited)

Legislation at the Federal Level. New York State Association for Bilingual Education Conference (1982). (Refereed paper)

Career Opportunities in Bilingual Education, New York State Teachers to Speakers of Other Languages Conference (1981). (Refereed)

Bilingual Higher Education: The New York State Experience. New York State Department of Education Summer Institute (1980). (Invited) Self Image: A Bilingual-Hispanic-Female Educator, D'Youville College, Philosophy and Education Seminar (1978). (Invited)

Spanish Language Arts Competencies. Teacher Training Institute, New York State Department of Education (1977). (Guest Speaker)

Puerto Ricans in the United States, Fredonia State College, Department of Education Colloquium on Bilingual Education (1973). (Guest Speaker)

Teaching ESL-SSL to Bilingual Children. New York City Board of Education, Bilingual Education Institute (1972). (Invited)

Child Development Stages: Early Childhood Education, New York City Board of Education, Bilingual Education Institute (1971). (Guest Speaker)

School and Community Relations. Teachers College, Columbia University Bilingual Education Conference (1970). (Invited)

PROFESSIONAL SERVICE

Invited by the White House Conference in the Education of US Hispanics (1986)

Appointed by the U.S. Department of Education Director OBEMLA

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Member, National Clearinghouse for Bilingual Education Advisory 991 Council. Inter American Research Association, (1981-83). Appointments by the NYS Governor and Legislature Member, N.Y.S. Legislature's Advisory Committee on Bias in Standardized Testing (1988-1990). Member, N.Y.S. Governor's Task Force on Bias Related Crime (1987-88). Member, N.Y.S. Governor's Commission on Hispanic Affairs, (1984-86). Member, Board of Trustees, Erie Community College (1986-93). Appointments by NYS Commissioner of Education Member, New York State Commissioner ofEducation Committee on the Regents' Position Paper in Bilingual Education. State Education Department (1988-89). Member, New York State Commissioner ofEducation Advisory Council on Bilingual Education. State Education Department (1981-1985). Representative, New York State Commissioner of Education Advisory Council on Bilingual Education to the NYS Commissioner of Education Council on Students with Handicapping Conditions (1984). Member, New York State Commissioner ofEducation Committee on Bilingual Higher Education and the Profession. Bureau of Certification, State Education Department (1984).

Grant Proposal Review for U.S. Office of Education Bilingual Education Training Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department ofEducation. Washington, DC. (1998). Upward Bound Program Proposal Reviewer. U.S. Department of Education (1998). Systemwide Comprehensive Grants. Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1998) Bilingual Education Carreer Ladder Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1995, 96) Bilingual Education Training Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1977). 360 15

Bilingual Education Training Proposal Reviewer. Office of Bilingual 992 Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1978). Bilingual Education Training Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1979). Bilingual Education Training Proposal Reviewer. Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. Washington, DC. (1980) Bilingual Education Basic Program Proposal Reviewer. U.S. Department of Education (1987-91). Bilingual Education Doctoral Program Proposal Reviewer. U.S. Department of Education (1984-87). Upward Bound Program Proposal Reviewer. U.S. Department of Education (1990-91). Talent Search Proposal Reviewer. U.S. Department of Education (1990-91). Talent Search Proposal Reviewer. U.S. Department of Education (1998). Basic Educational Opportunity Proposal Reviewer. U.S. Department of Education. Washington, D.C. (1979, 89-91). Teacher Education Proposal Reviewer. Bureau of Secondary Education. Health Education and Welfare Department. Washington, D.C. (1980-82).

LEADERSHIP IN EDUCATIONAL & PROFESSIONAL ORGANIZATIONS Vice President, National Association for Bilingual Education (1985-86). Treasurer, National Association for Bilingual Education (1984-85). President, New York State Association for Bilingual Education (1981-83). Member, Executive Committee of the New York State Council on Languages (1981-83). Co-chair, Publications Committee, National Association for Bilingual Education (1987-1990). Member, Research and Evaluation Committee, National Association for Bilingual Education (1986- 1991). Chair, Higher Education Committee. National Association for Bilingual Education (1985-present). Member, Program Committee, Paper Selection Subcommittee. National Association for Bilingual Education Annual Conference (1985-88).

J

Member, Organizational Development Committee, National Association for Bilingual Education (1983- 993 84). Member, Socio-political Concern Committee, National Association for Bilingual Education (1979-83). Member, English as a Second Language Subcommittee. International Reading Association (1988- present). Member, Certification in the Profession. International Reading Association (1991-present). Delegate, New York State Association. National Association for Bilingual Education Delegate Assembly (1981-83). Western New York Representative, State Association for Bilingual Education (1980-82). Member, Board of Directors, Center for Bilingual Multicultural Studies. Cuernavaca, Mexico (1980- 81). Member, Board of Directors, Consortium of Higher Education Institutions, NYS (1977-80). Vice-Chair, Estudia, Inc. Educational Community Organization (1977-80).

CONFERENCES AND RESEARCH SYMPOSIA PLANNED, DEVELOPED AND DIRECTED Research Symposium Chair New York State Association for Bilingual Education: Institutions of Higher Education Research Sessions:: Longitudinal Studies in Bilingual Education (1992). Higher Education Institute: Research and Issues in Bilingual Higher Education (1991). Annual Western New York Research Symposium: Bilingual Multicultural Education. University at Buffalo (1991). Current Research Issues in Bilingual Education. Buffalo Hilton (1989). Research on Language, Culture and Cognition. University at Buffalo (1986). Research on Assessing Comprehension in English and Native Language. University at Buffalo (1983). Assessing Comprehension in English and Native Language. Western New York (1983). Current Issues in Bilingual Education. University at Buffalo (1981). 3&X 17

Approximative Systems in Language Learning. University at Buffalo 994 (1979). Co-Chair Research Topics in the Education of Minority Language Students. Buffalo State College (1987). Research on Language and Cognition in Bilingual Education. Buffalo State College (1984). Research on Cognitive Development and Language Proficiency. D'Youville College (1981). - Research on Test and Measurements and Evaluation. Buffalo State College (1980).

Planning Committee Member Annual Western New York Research Symposium in Bilingual Multicultural Education. Buffalo State College (1990). Research on Specific Variables in Effective Bilingual/Multicultural Education Approaches. Erie Community College (1988). Spanish and Portuguese Research Symposium. University at Buffalo (1983). Research on Effective Bilingual Education. University of Brockport (1982). Other Research Symposia

Chair, New York State Bilingual Education Association Conference. Lake Kiamesha, New York (1982). Co-Chairperson, of the New York State Association for Bilingual Education Annual Conference. Lake Kiamesha, New York (1981). Bilingual Education and School Community Relations. Bilingual Education Conference, Teacher's College, Columbia University (1980). Coordinator of the First Bilingual Bicultural Education Conference in the Buffalo Area. D'Youville College. Buffalo, New York (1977). Puerto Rican Heritage Lecture. State University College at Fredonia. Fredonia, New York (1976). Series of Seminars on Child Development. PS. 173 Manhattan, New York. (1970-72). UNIVERSITY SERVICE

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University-Wide Committees Interdisciplinary Structure Committee (1998-99) 9 9 0 Member, University at Buffalo Faculty Senate (1995-99) Member. Latino/Latina Studies Committee (1995-present). Member. University at Buffalo Graduate School Degrees Committee (1995-1996). Member, University at Buffalo Faculty Senate Executive Committee (1992-93). Member. University at Buffalo Faculty Senate (1991-93). Chair, President's Equal Education Affirmative Action Committee (1986-88). Member, SUNY Women's Conference (1987). Member, Academic Integrity Committee (1984-1985).

GRADUATE SCHOOL OF EDUCATION COMMITTEES Co-Chair, Search Committee for the Institute for Urban Education Director (1999). Member, Search Committee for the School Psychology Faculty Position (1999). Memeber, Urban Studies Initiative Commute (1998-99) Member, GSE Professional Degrees Task Force (96-97). Member, GSE Graduate Degrees Committee (1991-93). Member, International Education Committee (1987-1988). Member, Teacher Education Committee (1984-88).

DEPARTMENT OF LEARNING AND INSTRUCTION COMMITTEES Member, Doctoral Studies Committee (1995-97). Member, Doctoral Degrees Committee (1995-98). Member, Departmental Procedures and Degrees Committee (1986-91). Member, Chairman's Advisory Committee (1984). Member, Alumni Day Celebration Committee (1984-85). Member, PhD. Special Education Coordinating Committee (1989-93). Member, Search Committee for the TESOL Faculty position (1986-88).

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COMMUNITY SERVICE ggg Educational Policy Maker Member, Board of Trustees, Erie Community College, (1983-93). Chair, Curriculum Committee, Board of Trustees. Erie Community College (1986-93). Member, Personnel Committee, Board of Trustees, Erie Community College (1987-93). Vice Chair, Affirmative Action Committee, Board of Trustees. Erie Community College (1984- 93). Chair, City Campus Vice-President Search Committee, Board of Trustees, Erie Community College (1987). Member, City Campus Vice-President Search Committee, Board of Trustees, Erie Community College (1991). Member, Budget Committee, Board of Trustees, Erie Community College (1984-85). Member, North Campus Vice-President Search Committee, Board of Trustees, Erie Community College (1987). Member, Faculty Student Association Committee, Erie Community College Board of Trustees (1984-85). Community-Wide Service Member, League of Women Voters (1998-present) Chair, Program Committee. Olmsted School Home School Association (1999-present). Member, Western New York Latino Women League (1996-present). Member, Western New York Girls Scout Council (1989-91. Member, Board of Director of the Erie County Industrial Development Agency/OEDP, Erie County New York (1980-86). Member, Board of Directors, Western New York Health Systems Agency, Western New York (1978-81). Delegate, New York State Representative to the National Hispanic Encounter. Washington (1977). Delegate, N.Y.S. Delegate to the National Conference of Hispanics, Blacks and Jews. Washington DC. (1980). Member, Interfaith Peace and Justice Commission, Buffalo Roman Catholic Diocese (1979-82).

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Member, Board of Directors, Consortium of Spanish-Speaking Community Organizations. Buffalo (1977-80). 997 CONSULTANTSHIPS Buffalo Board of Education. Language Immersion Enrichment Summer Program (1998). Buffalo Board of Education. Gifted and Talented Education (1998). Buffalo Board of Education. Community Schools Project Advisory Committee (1988-1991). U.S. Department of Bilingual Education. Office of Bilingual Education and Minority Languages Affair. Leadership Colloquium: Evaluation of Educational Personnel Training Programs (1987). Riders College, Department of Education. Bilingual Education Teacher Training Program Evaluator. New Jersey (1987). Buffalo Board of Education. Comprehensive Planning for Bilingual Education (1987). Teachers College - Hunter College. Bilingual Education Instructional Services. Bilingual Education Multifunctional Service Center (1984-1986). Internal Revenue Service. U.S. Government. Bilingualism and Biculturalism in the U.S. (1984). New York State Department of Education. Regents Action Plan for Elementary and Secondary Education. Albany, New York (1984). Buffalo Board of Education, Office of Bilingual Education and Foreign Languages. Buffalo, New York (1977-1991). New York State Assembly Commission on Research, Science and Technology. Albany, New York (1984-89). New York Task Force Committee on Bilingual Post Secondary Education. New York State Department of Education (1982). The Center for Bilingual Multicultural Institute. Cuemavaca, Mexico (1982). Adelphi University Bilingual Program. Secondary Teacher Education Grant. Long Island, New York (1982). Puerto Rican Legal Education Defense Funds. Buffalo School Desegregation Case, Consultant to Assist Attorney Representing the Hispanic Community on a Friend of the Court Intervention (1975-83). ESL Teacher Certification Committee. New York State Department of Education, Albany, New York (1979-81). Bilingual Education Teacher Certification. New York State Department of Education, Albany, New York (1979-1981). Spanish-speaking Senior Citizens Special Project Funded by the City of Buffalo. Buffalo. New York (1967-72).

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Puerto Rican Heritage Curriculum Consultant. Curriculum and Research Development, State 998 University College at Buffalo, New York (1978). Project on the Employment Education Training Information Center (EETIC of COSCO) funded by the Manpower Planning Office of Buffalo, New York (1967-69). Consultant services to community organizations for writing, implementing, and evaluation of program proposals. Estudia. Inc., Alianza Inc., Youth Drug Abuse Center, COSSCO Inc., Puerto Rican American Association. Buffalo, New York (1973-78). COURSES TAUGHT AND OTHER TEACHING RESPONSIBILITIES Research Courses Developed and Taught LAI 586-11 Advanced Research in L2 Education. An analysis of current research findings in bilingual and second language education. The course focuses on an examination of current research methodology and trends in the field. A research project using ethnographic methodology is completed by each participant. LAI 586-III Bilingual Education: Research Design. An introduction to the use of qualitative data analysis in bilingual education. It considered topics such as: approaches to social research used in the language field, developing a conceptual framework, formulating research questions, etc. The course is used for continuous feedback on the interface examination paper and to discuss dissertation proposal development concerns. LAI 586-1 Introduction to Research and Evaluation in Bilingual and Second Language Education. An introduction to the development and evaluation of a research article. Research concepts and principles were presented within the overall context of a research-based journal article in bilingual-second language education. Certification Courses Developed and Taught LAI 587 Methods of Teaching L2 Through Content Areas (Elementary School Level) LAI 592 Policies and Practices in Bilingual Education LAI 685 Learning and the Culturally and Linguistically Different Child LAI 588 Methods of Teaching Content Areas: Bilingual Education LAI 683 Teaching Spanish Language Arts LAI 590 Teaching English a Second Language Through Content Areas LAI 682 Curriculum Development and Evaluation of Material in Bilingual Education LAI 666X Bilingual Higher Education: Administration and Supervision LAI 666 Bilingual Education: Program Administration and Supervision

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LAI 666X Bilingual Special Education: Higher Education Internship 999 ACADEMIC ADVISEMENT (1997-98) PhD Advisor Dissertation Committee Chair David Caban Sylvia Crespo-El Hayek Dissertation Proposal Chair Esteban Lopez Elizabeth Largeman Nancy Perez Gloria Rivera Janis Cantu Research Component Chair Yolanda Molina Gene Velez Research Analisys Chair Yolanda Molina Carmen Sierra Doctoral Program Advisor

Ph.D Academic Advises Dawn Carlson Maria Rodriguez Graciela Randon-Pari Administrative Credential Advisor SAS Academic Advisees Carmen Soto Jeannette Molina Jaileen Medina Sylvia Valentin Riquelme Rodriguez

Master Degree Advisor Masters' Program Advisees Alberto Paucara Aurea Negron Rosa Newman Cleotilde Dedecker Gillian Dowding Andreita Fonseca

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Alba Gomez Patricia Hadley-Gunner < nnn Evelyn Hernandez 1UUU Carmen LaFosse Anh N. Ly Wadith Maldonado Raquaya Samad Maria Orta Susan Hoffman Ana Brignoni Clara Elena Shedd Luz Colon-Medina Margarita Soto Lydia Hernandez Artie Gonzalez Laura Ortiz Edaliz Quinonez Driss Belkorchi

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