CURRICULUM We have selected several curricula to provide the foundation for the education we provide at Harlem Day. Since no curriculum is of any use without careful instruction from teachers, our teaching faculty has the opportunity to receive extensive training in all areas of our curricula. CORE KNOWLEDGE (www.coreknowledge.org) Harlem Day Charter School selected the Core Knowledge Sequence, a specific and shared core curriculum, to help our students establish a strong academic foundation, grade by grade. The Core Knowledge Sequence was developed by the Core Knowledge Foundation and its founder, E.D. Hirsch, Jr. The theory behind Core Knowledge is that children acquire new knowledge by building on what they already know, and that a sequenced curriculum leads to steady improvements in achievement without unnecessary repetition between grade levels. We make use of the Core Knowledge Sequence for instruction in Language Arts, Science and Social Studies. THE WATERFORD EARLY READING PROGRAM (www.waterford.org) Many of our students enter kindergarten without having had significant pre-literacy training, but we are committed to ensuring that all of our students receive the early literacy skills necessary for them to become fluent readers. The Waterford Early Reading Program is a computerized literacy program and a critical component of Harlem Day's curriculum. The Program identifies students' pre-literacy needs so that our teachers can develop individualized instructional plans for each student. The Waterford program also helps them structure individualized practice sessions, and then tracks student progress individually. At Harlem Day, Waterford has proven to be highly effective in overcoming the lack of pre-literacy training that many of our students exhibit. THE URBAN EDUCATION EXCHANGE (www.urbaneducationexchange.org) Harlem Day Charter School strives to surpass New York State academic standards and understands that a rigorous approach to literacy is essential for our students to succeed. To this end, Harlem Day Charter School makes use of UEE curriculum, a program with a logical sequence to implementing a balanced literacy model, and the web-based tool. Using UEE, Harlem Day teachers successfully integrate UEE curriculum into our classrooms and schools. SAXON Harlem Day endeavors to use curricula and materials that are proven to be effective and appropriate for our unique school. For our mathematical lessons, Harlem Day has elected to use Saxon Math, a research based curriculum that meets the requirements of the New York State learning standards. Saxon Math is a widely used curriculum with an incremental approach to mathematics. Saxon's approach enables students to build on existing mathematical skills as they learn new ones. Mathematical concepts are revisited with increased complexity so that as students practice daily they become totally familiar with a range of concepts. The Saxon texts and curriculum include daily practice guides, monthly assessments, and assignments that allow for continuity between classroom learning and practice at home. HEARTWOOD (www.heartwoodethics.com) At Harlem Day, we have found the Heartwood Curriculum to be an invaluable tool in promoting both literacy attainment and a tone that reinforces thoughtful behavior towards one another in our school community. At the heart of this curriculum is a well-regarded body of children's literature that Heartwood has integrated into an ethics and literacy curriculum. Heartwood stories are multicultural and involve ethical themes, the goal being to build tolerance and respect for diverse cultures while introducing ethical concepts such as courage, loyalty, justice, respect, hope, and honesty. The Heartwood Curriculum is a touchstone for school-wide programming at Harlem Day. Each month, students learn and participate in lessons based on an important concept. In the Extended Day program, students create and perform skits and dances based on their exploration of the Heartwood concepts and curriculum. PROGRAMS PROFESSIONAL DEVELOPMENT At Harlem Day, we recognize the importance of providing ongoing opportunities for professional growth and our teachers are fortunate to work in a collegial environment where their unique backgrounds are valued and augmented by professional development programs. Each new year, our Administrative Team devises an annual professional development program to address the needs of our teachers. This program includes on-site workshops, inter-visitations with local public and private schools, individualized training, and ongoing supervision focused on classroom work. During the month of August, before the school year commences, our teachers have approximately 40 hours of professional development and team building. Teachers then receive ongoing professional development throughout the academic year. For example, we pair experienced teachers with new teachers each year to help develop classroom management techniques and create a general atmosphere of camaraderie. EXTENDED DAY In order to achieve the high standards for academic performance Harlem Day sets for its students, the mandatory school day at Harlem Day is longer than at a traditional New York City public school, and our families may choose to enroll their students in our Extended Day program. (Classes begin at 8:00 am at Harlem Day, and our Extended Day program runs until 5:30 pm in the evening.) During Extended Day, extra hours are used to reinforce the academic learning that occurs earlier in the day, and incorporate subject areas such as art, music, and physical education into the daily curriculum. The Extended Day program also affords us the opportunity to provide remedial education services to those students who require additional help, as well as enhanced academic exercises for advanced students. Students also use the Waterford Early Reading and Waterford Early Math & Science programs during Extended Day. In the 2005-06 academic year, over 90% of our students are enrolled in the Extended Day program. Harlem Day operates on the philosophy that literacy depends on shared knowledge and experiences and the idea that children must be given opportunities to discover their talents and interests to develop a love for learning. Harlem Day students participated in workshops with notable authors and illustrators brought by The Studio Museum in Harlem. The Extended Day program includes storytelling, theatrical workshops, and other activities with various arts organizations and teaching artists. STUDENT SUPPORT TEAM Even the best teachers working with the best curricula would not be enough to meet the needs of an elementary student population, if students are not able to come to school ready to learn and without social issues distracting their studies. For this reason we have developed the Student Support Team (SST) program to provide Harlem Day students and families with the support they need (be that special education, speech therapy, counseling or coordination with existing community services), so that our students can achieve the highest level of academic success they are capable of. In creating the SST, we are making a Certified Social Worker available to Harlem Day students and their families. The SST creates a comprehensive system for tracking and responding to our families' social service needs. Under the direction of our Head of School, a Certified Social Worker and our Special Education Teacher oversee the coordination of our social service and special education services. TECHNOLOGY Harlem Day's Educational Technology Plan for 2006-2009. RESULTS At Harlem Day, we use several measures, including standardized tests, to keep track of our students' academic progress. One such measure is the Iowa Test of Basic Skills, a standardized test that quantifies a student's critical thinking skills and their proficiency in a range of academic subjects such as reading, language arts, mathematics, social studies, science, and information sources. ITBS uses a measurement called a Core Total Grade Equivalent to report student progress. The Grade Equivalent is a decimal number that describes performance in terms of grade level and months. The digits to the left of the decimal point represent the grade and those to the right represent the month within that grade. For example, a Grade Equivalent of 1.1 represents the level of academic development that one would expect of a child in their first month of first grade.