Welcome to the City of

1. Welcome to the City of BATAVIA 1802 Birthplace of Western New York http://www.city-data.com/city/Batavia-New-York.html

2. Demographics • Population in 2011 was 15,465. • 7,321 males (47.3%). • 8,144 females (52.7%). • Median age: 40.4 years old • White alone - 13,601 (87.9%) • Black alone - 764 (4.9%) • Hispanic - 466 (3.0%) • Two or more races - 427 (2.8%) • Asian alone - 125 (0.8%) • American Indian alone - 63 (0.4%) • Other race alone - 17 (0.1%) • Native Hawaiian &Pacific Islander alone - 2 (0.01%)

3. Economics • Estimated median household income 2009: $37,998 • per capita income $20,545 • up from $33,484 in 2000 • Median house value in 2009 $91,108 • down from $77,400 in 2000

4. Populations 25 years and over • High School or higher: 79.9% • Bachelor’s degree or higher: 18.5% • Graduate or professional degree: 7.3% • Unemployed : 5.1%

5. Manufacturing (20%) • Health care and social assistance (10%) • Retail trade (9%) • Accommodation and food services (9%) • Educational services (7%) • Public administration (7%) • Construction (5%) • Other production occupations including supervisors (6%) • Metal workers and plastic workers (5%) • Other management occupations except farmers & farm managers (5%) • Building and grounds cleaning and maintenance occupations (4%) • Laborers and material movers, hand (4%) • Other sales and related workers including supervisors (4%) • Driver/sales workers and truck drivers (4%) Most common industry Most common occupation

6. Literacy in Batavia information advertising command Welcome direction directive

7. How is literacy used in Batavia? Help Spend Find Show off Advertise Temptation Impress Present Tense Books & Gifts Fun

8. Direction Literacy is use for many purposes Pleasure Honor Remember Entice Temptation

9. Richmond Memorial Library http://www.batavialibrary.org

10. Upcoming Events • Knit One, Read Too • Tuesday Story Time • Early Story Time • Early Toddler Time • Wed. Story Time • Genealogy • Crochet Group • Preschool Story Time

11. WELCOME

12. Library Lobby Artwork on display from Batavia Middle School

13. What’s up in the Children’s Room?

14. Spring ProgramsSpecial ProgramsAmerican Girl Program Series Celebrate the American Girl series with two craft filled, fun programs this March. Programs are intended for children 7 years old and up. On Saturday, March 16th at 10:30am we will explore early 19th century America with this year’s new historical girl, Caroline. On Saturday, March 23rd at 10:30am we will  create fun jewelry and learn about Saige, the American Girl of the Year. Registration is required for each program. Super Heroes' Celebration Come join our super hero party at the library on Wednesday, April 3rd at 2pm.There will be games, a craft and a costume contest, so please dress up as your favorite masked/ caped character. Registration is required. Children ages 5 years old and up. Spring Story TimesStory times begin the week of March 17th and end the week of May 12th. Lego ClubExplore your creative side with Legos here at the library!Each program children are encouraged to create,share and work together.Registration is required. Children ages 6 years old and up.The following Mondays at 6:30 pm: March 11th & 25th and April 15th & 29thRegistration is required.

15. Richmond Library offers numerous programs for all ages to promote literacy. • The computers are loaded with literacy rich programs. • They offer an after school program for students at the Middle School.

16. Quilt made by Girl Scout Troop to earn bronze & support Literacy in Genesee County

17. Literacy Genesee/Orleans Building Literate Communities in Genesee County 301 North Street Suite #10 Batavia, NY Literacy Genesee/Orleans offers the following programs/services Basic Literacy For those who wish to improve their basic skills - reading, writing, math, daily living, and/or computer skills. ESOLEnglish Speakers of Other Languages For those who wish to improve their conversational English speaking skills. Our Mission: The purpose of the organization is to promote and foster increased literacy in Genesee County and surrounding area through volunteer teaching of and aid to individuals, groups, or organizations desiring to increase literacy through voluntary programs. http://www.literacygenesee.org/

18. Literacy Through Education • Private Schools • Notre Dame HS (9-12) • 184 students • St. Joseph’s School (K-8) • 284 students • New York State School for the Blind • Public Schools • Batavia City School District • Batavia High School (9-12) • Batavia Middle School (5-8) • Jackson School • (PK-2) • John Kennedy (3-4) Post High School Genesee Community College (2yr) Genesee Valley BOCES-Practical Nursing Program Continental School of Beauty Culture

19. The Batavia School District consolidated this year (2012-3013). Previously, students went to one of the three schools based on where they lived. Robert Morris closed this year and all Pre-K through 2nd grade is now at Jackson Elementary. Jackson Elementary PK – 2 469 students John Kennedy now contains all students in grades 3 and 4 along with all special education self-contained classrooms. John Kennedy Elementary 3-4 556 students

20. Batavia High School 9-12 682 students Batavia Blue Devils GCC offers a comprehensive selection of over 60 academic programs of study designed to fill a wide variety of needs. Genesee Community College

21. MISSION: The Batavia City School District is committed to empowering students to achieve their maximum potential, while becoming socially responsible citizens. VISION: The Batavia City School District, in partnership with the Batavia community, will provide a safe and nurturing environment to develop students with high moral character who are able to successfully meet life’s challenges.

22. CORE BELIEFS: Faculty/Staff will: ¨ create a safe, relevant and engaging learning environment that motivates students to learn while promoting proper health and wellness ¨ commit to continuous improvement and life-long learning ¨ use knowledge of each child’s varying life experiences, learning styles, abilities and interests to maximize learning Students will: ¨ contribute to creating a safe, respectful environment ¨ put forth their best effort -be independent learners and competent problem-solvers who seek help when needed Families will: ¨ make education a priority in the household ¨ support the school in promoting a good work ethic and personal responsibility, as well as encouraging health and wellness ¨ provide the necessary time, space, and supplies at home for homework and studies to be completed The Community will: ¨ work with the schools to provide authentic experiences for Batavia students ¨ collaborate with the schools to provide opportunities within &outside the school day ¨ communicate real-world expectations for future workers

23. http://www.bataviacsd.org/middleschool.cfm 731 students 5-8

24. Batavia Middle School Demographics (2010-2011) Eligible for Free Lunch 220 41% Reduced-Price Lunch 47 9% Limited English Proficient 2 0% Racial/Ethnic Origin American Indian or Alaska Native 1 0% Black or African American 63 12% Hispanic or Latino 19 4% Asian or Native 10 2% Hawaiian/Other Pacific Islander White 419 77% Multiracial 30 6%

25. School Accountability The federal No Child Left Behind (NCLB) Act requires that states develop and report on measures of student proficiency in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. In New York State in 2010–11, the third indicator is science at the elementary/middle level and graduation rate at the secondary level. Schools or districts that meet predefined goals on these measures are making Adequate Yearly Progress (AYP). Batavia Central School District failed to meet it’s APR in math for the subcategory of African American male students. Therefore, they have chosen the middle school to be the focus school for state examination. https://reportcards.nysed.gov/schools.php?district=800000034034&year=2011

26. Summary of 2010-2011 School Performance Batavia Middle School Percentage of students that scored at or above Level 3 (Meeting or exceeding proficiency standard) Total Tested English Language Arts Grade 6 47% 186 Grade 7 43% 159 Grade 8 50% 186 Math Grade 6 44% 186 Grade 7 53% 160 Grade 8 50% 187 The above data indicates that approx. 50% of all students at the middle school did not meet proficiency in ELA or Math on the NYS exams.

27. Balanced Literacy Program • Batavia Central District uses a balanced literacy program to meet the needs of it’s students. It uses the components of balanced literacy programs recommended in the literature that have been proven effective by research. These components include: • Reading Aloud • Shared Reading • Guided Reading • Independent Reading • Modeled/Shared Writing • Interactive Writing • Independent Writing In the Batavia School District grade K-5 classrooms, a minimum of two and a half to three hours are devoted to balanced literacy instruction everyday.

28. Summary of 2010-2011 School Performance by Student Group Grade 6 Percentage of students that scored at or above Level 3 (Meeting or exceeding proficiency standard) Total Tested English LanguageArts Math Female 57%% 50% 105 Male 35%37% 81 African American 24% 19% 21 Hispanic/Latino 11% 11% 9 White 55% 52% 146 General Education 54% 51% 160 Students w/Disability 8% 0% 26 Economic Disadvant. 33% 28% 94 Not Disadvantaged 62%61% 92

29. Summary of 2010-2011 School Performance by Student Group Grade 7 Percentage of students that scored at or above Level 3 (Meeting or exceeding proficiency standard) Total Tested English Language Arts Math Female 55% 54% 74 Male 32% 51% 86 African American 50%44%18 Hispanic/Latino ------------ 9 White 44%58%117 Multiracial 43% 36% 14 General Education 48%58%140 Students w/Disability 5%34%20 Economic Disadvant. 29% 28% 86 Not Disadvantaged 58%74%74

30. Summary of 2010-2011 School Performance by Student Group Grade 8 Percentage of students that scored at or above Level 3 (Meeting or exceeding proficiency standard) Total Tested English Language Arts Math Female 58%58%107 Male 39%39%79 African American 26%26%23 Hispanic/Latino 40%60% 5 White 54%55%147 Multiracial 55% 36% 11 General Education 55%55%164 Students w/Disability 9%18%22 Economic Disadvant. 35%37%83 Not Disadvantaged 62%61%103

31. Best Practices • Model educational programs based on research backed instructional practices • Building Academic Background Knowledge (based on Marzano model) • The Learner Centered Classroom (based on Danielson framework) • Balanced Literacy Program

32. Three Block Framework • Batavia Schools use the three block framework to provide structure for the literacy block. Students rotate through the three blocks everyday. The blocks include: • Language and Word Study • words and conventions of language • investigate meaning across multiple genres • Reading Workshop • Guided & independent reading • Literature study • Writing Workshop • Six + 1 Traits of Writing

33. Literacy Assessment K-5 • DIBELS – Dynamic Indicators of Basic Early Literacy used in Kindergarten • OS – Observation Survey – 1st grade • DRA2 – Developmental Reading Assessment • Leveled Reading Passages (Houghton Mifflin) • Houghton Mifflin Integrated Theme Tests – Used at end of instruction for each theme • Aims Web • NYS English Language Arts Assessment

34. With all the research and literature supporting a balanced literacy framework in the elementary grades, we expect to find something similar when we go into an elementary school. We expect to find the earlier grades spending two to three hours a day on literacy instruction. But what happens when children go into a middle school where we typically see some type of period or block scheduling along with a broader curriculum? Is it reasonable to expect two hours to be spent on literacy instruction? How much time should be spent on reading and writing in the middle grades and how should it be taught? Next we will find out how Batavia Middle School teaches literacy while using a period schedule, focusing on the seventh grade. Then we will look deeper into how literacy is taught by going into a seventh grade English Language Arts classroom.

35. Literacy in the middle school • 5th Grade: • Follows the K-5 balanced literacy curriculum • 6th Grade: • ELA class • Developmental Reading • Read and discuss novels and vocabulary • Remedial Reading • System 44 and Read 180 program • 7th-8th Grade • ELA class • Remedial Reading • System 44 and Read 180 • AIS Writing

36. Welcome to Seventh Grade English Language Arts At the Batavia Middle School, English Language Arts is taught within a forty two minute period schedule. Batavia started implementing the new core initiative during the 2011-2012 school year. Therefore, the ELA curriculum is heavily aligned with the common core. A focus in this classroom has been to use reading strategies during independent reading. They have been taught and are constantly reminded to make notes in the margins as they read. The strategies I have seen taught through the year include: *Visualization *Making Connections *Questioning 24 students in class 4 Multi racial 1 African American

37. Taking a walk through Room 312… this is what we see… WORD WALL WRITING JOURNALS DAILY OBJECTIVE BOOKS LINING THE ROOM

38. Types of Literature Used • The students in this classroom mainly have two types of texts they use to improve reading skills. • Novels • The Outsiders by S.E. Hinton • I am the Cheese by Robert Cormier • Scholastic Scope • Magazine aligned to the common core • A variety of text structures with engaging content • Narrative and historical non-fiction • Readers Theater • Fiction • Poetry • Debates/Analyzing arguments • Compare/Contrast

39. Analysis of Texts Hinton, S.E. The Outsiders Mass Market Paperback The Outsiders is a good choice for seventh graders. The structure of the text is simplified allowing for the students to concentrate on making meaning of the text. The plot deals with issues and themes that are part of the seventh graders life. The students can relate to the issues with background knowledge, increasing understanding and the ability to engage and question about the text. Most kids in this grade range also find the story enjoyable and interesting, motivating them to want to keep reading. The Outsiders provides many opportunities for discussion and analysis through speaking and writing. It continues to be a popular novel with the adolescent population.

40. Analysis of Texts Cormier, Robert (2007). I am the Cheese. Dell Laurel Leaf. New York: New York. I am the Cheese was enjoyed by the seventh grade students. It is presented in two parallel narratives, alternatingbetween the first person, where the narrator Adam is telling his story from his own perspective, and the third person. The first person telling gives the reader an intimate look into Adam’s thoughts and helps the reader sympathize with the events Adam is going through. The third person narrative does a really good job of knowing and showing what Adam is thinking and feeling, still seeing his experiences mostly from his own eyes.

41. Analysis continued…… Scattered throughout the parallel narrative is a transcribed dialogue, adding to the mystery and telling of the story. This dialogue is between Adam and his therapist as the begins to delve into his lost memory to recount his experiences, helping us to understand what has happened to Adam. Though at times this seemed to be difficult for the reader to distinguish between these narratives, I believe it was good exposure for the students to learn to see different writers craft and gain an understanding of how these narratives can work together. The mystery of the novel was intriguing to the students and again it provided a main character they could relate to as well as use their imagination to understand. It presents many opportunities for inference and inquiry, allowing for many ideas to be explored.

42. What instructional strategies were used to enhance meaning of the text? The Outsiders The first text, The Outsiders, was read independently outside of class. A number of pages were assigned for homework each night along with comprehension questions grouped by chapter. At the beginning of the novel, the characters were discussed during class. After a week or so, the teacher revisited the text with a discussion about the text as a review of what students had been reading, discussing the relationships among the characters. The novel took many weeks to read, in which students had deadlines to meet for filling out their comprehension packets. It was collected once to check on progress. Toward the end of the novel, students spent about two weeks doing some analysis in writing. For each three chapters, they were given a choice of three to five questions to choose from. The first group was modeled on the promethean board by the teacher. Then they chose one from this group to work on independently. These analysis required students to provide explicit examples and proof from the text to back up their answers. The assignments were scaffolded, increasing the number of sentences upon each assignment.

43. What instructional strategies were used to enhance meaning of the text? I am the Cheese The second novel, I am the Cheese, was read together as a class. It started out during ELA class in which several times throughout the week, students listened to a cd. While listening students had sticky notes in which they were to make and record certain types of connections. They were instructed to use text to text, text to self, and text to world connections. These connections had been reviewed and discussed including examples previous to the reading. During this time, students were also given a sheet to record the transcript part of the text. (The taped discussions between Adam and his therapist.) They wrote a couple sentences summarizing the transcript. After approximately five chapters, the texts and cd’s were given to the Learning Lab teachers and students were required to read during their 15 minute learning lab after lunch and before the next class. They also had a reading log to go along with it in which they recorded certain responses, such as connections, questions, and images.

44. I am the Cheese cont… The students have recently finished reading the novel and now they are working in small groups to analyze a particular theme in the book. To choose these group, student were given a sheet to write what their favorite words in the book were, given three choices: Numbers, Bad Guys, and Farmer in the Dell. Each of these topics has a significance in the story in which each group must analyze given some questions to guide their thinking.

45. Narrative and historical • non-fiction • Readers Theater • Fiction • Poetry • Debates/Analyzing arguments • Compare/Contrast • Vocabulary

46. The seventh grade English Language Art curriculum uses Scholastic Scope to enhance literacy skills. A “weekly” or article is assigned to the class each week. They have one week to complete it and up until recently it was always a homework assignment. In the beginning the teacher went through the questions with them a couple times (unpacking the question). Then they were reminded to do it on their own. • Each article has a quiz and or writing prompts to go with it. • Many of the articles have vocabulary to go along with the text. • Recently the teacher has started these assignments in class. She has the class take turns around the room reading a paragraph of the article. Then the students are assigned the quiz and/or writing prompt on their own. These mostly have consisted of short answers requiring a TFEC paragraph.

47. Vocabulary Instruction • Students are given vocabulary lists throughout the year. The words often coincide with a text they are reading. After a week or two, the are given a vocabulary quiz. This may present in several ways: • spelling and matching definition • filling in correct word in sentence • writing own sentence using word • Practice strategies used: • Grouping words by commonality • Pyramid writing of words • Writing definitions • Flash cards Practice strategies were done during the first ten minutes of class as an opener.

48. Study Island • Students work once a week on a computer program called Study Island. It consists of many activities in which students read a number of short passages and answer questions to them. It is designed to practice reading skills and those lifelong problem solving skills that students need to be successful in life, and more short term, the NYS tests. • These skills include: • Determining main idea and relevant details • Authors purpose • Evaluating Arguments

49. Grouping Techniques • In the 7th grade classroom study, I saw a balanced mix of whole grouping, small groups (4-5), pairs, and individual work. • Whole group was used for reading texts • Small groups were used for analyzing texts • Pairs were used for vocabulary practice & writing persuasive paper • Individual was used for learning reading strategies &writing analysis of texts In the beginning of the year, students sat in pairs which was random. The teacher later picked pairs to sit together based on characteristics such as who she felt would work well together and with strengths and weaknesses in mind. When she chose groups, it was always mixed abilities, chosen with thought.

50. Assessments • 7th Grade English Language Arts • Regional Assessment • Mimics the NYS ELA exam with reading passages, questions, short answer, and essay • Beginning, Middle, & End of year • Close Reading • Two reading passages that then are compared/contrasted in writing • (close readings are given in each content area as well: Part of improvement plan)