Academic Programs
Academic Program
Berkeley Arts Magnet's literacy program aligns with the State Standards for English Language Arts. Students at all grade levels receive reading instruction through whole class instruction and in small guided reading groups and literature circles. Differentiated reading instruction allows students to learn to read and continue to read at appropriate levels in all classrooms. Our writing program is the District-adopted Lucy Calkins' Units of Study Writers' Workshop model. Ongoing training and coaching in CELL/ExLL literacy practices enhances our literacy practices.
We use District-adopted materials to support standards-based instruction in math, science and social studies. Science is taught by the classroom teacher in grades K-3. A science specialist teaches science in 4th and 5th grades. The District is implementing a new math blueprint for grades K-3 in 2009 as well as a new math textbook series (Everyday Math, University of Chicago). The blueprint has already been implemented in 4th-8th grades. To see California State curriculum frameworks, standards and assessments for grades K-5, visit www.cde.ca.gov
Program Improvement
Berkeley Arts Magnet is a Program Improvement School (Year 3) under No Child Left Behind. This means not all our students are meeting proficiency as measured by the annual California Standards Test (Grades 2-5). As a result, we are obligated to make certain changes in our program and spending priorities. Schools that do not show improvements, or who do not take action to improvement student achievement, face sanctions. Berkeley Unified School District (BUSD) is also a Program Improvement District (Year 3) and this requires a District-wide Plan to improve student achievement as well.
In addition, we have a significant achievement gap at our school and within our District: our African-American and Latino/a students do not perform as well as our population at large. Principal Kristin Collins, is dedicated to ensuring that all our students are successful, with a rich academic and arts program for all students. Her response to Program Improvement status is strategic rather than "slash and burn": program changes and resource allocation for 2009 are designed to give classroom teachers the time and resources to support engaging and rigorous curriculum, and improved student learning. For example, more instructional time in 4th and 5th grade will allow teachers to provide multi-disciplinary learning opportunities that deepen understanding and incorporate arts and writing with other content areas. More funding for intervention will support academic needs for struggling students.
Plan to Address Achievement Gap at Berkeley Arts Magnet
Achieve Program Coherence. - Link curriculum, teaching strategies, assessments, and resources for maximum results.
Assess and monitor progress of focus students. - Modify and adjust teaching to promote grade level proficiency.
Provide appropriate intervention.
- Provide daily intervention through classroom practices
- Provide after-school intervention
- Provide extra classroom support
- Increase enrollment in BAM All-Stars/EDC
- Increase instructional minutes
Develop culturally responsive teaching practices and school culture.
- Promote family/caregiver voice and participation through African-American Families United at BAM and Latino Families Group.
- Integrate Sharokky Hollie and GLAD strategies in all classrooms.
- Affirm and publicize high standards and academic achievement throughout school.
- Explicitly teach and develop social competency to students in all arenas.