The Utica City School District is an equal opportunity organization that does not discriminate on the basis of race, creed, sex, age, handicapping condition or national origin in admission or access to, or treatment or employment in, programs and activities.

EXECUTIVE SUMMARY

The following “NEW INITIATIVES” have been implemented at Dr. Martin Luther King for the 2005-2006 school year to improve student performance and strengthen and complement our present curriculum.  All programs are targeted to addressing the academic needs of each subgroup.

 

PBIS - Positive Behavioral Interventions and Supports - is a systems approach to preventing and responding to school and classroom discipline problems.  PBIS develops school-wide systems that support staff to teach and promote positive behavior in all students.  By reducing behavioral problems, PBIS creates and maintains safe learning environments where teachers can teach and students can learn.  The program emphasizes positive incentives for students who follow school rules and a comprehensive and accurate data collection system for school discipline. This year, program implementation will continue with the intense wrap-around approach for the highest need students.  In addition, a major focus this year will be to decrease the number of out of school suspensions.

 

Inclusion Program- Our teachers have found ways to implement the least restrictive environment principle and to move from mere mainstreaming to authentic inclusion.  In general, students with disabilities in inclusive settings have shown improvement in standardized tests, acquired social and communication skills previously undeveloped, increased interaction with peers, achieved more and higher quality IEP goals, and are better prepared for post school experiences.  There is also evidence that inclusive settings can expand a student’s personal interests and knowledge of the world, which is excellent preparation for adulthood.  The positive effects of inclusion education on classmates without disabilities have been well documented. Both research and anecdotal data have shown that typical learners have demonstrated a greater acceptance and valuing of individual differences, enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills.

 

Community Technology Center –(CTC)- Thanks to a grant from the Neighborhood Network Center (NNC) and the Hope IV initiative, students, parents and community members will have access to computers and technology. The Instructor from Workforce Development will offer computer applications skills training and open access to computer technology for children and adults. Through the CTC the Instructor will provide computerized instruction in basic skills, English as a Second Language, GED information, and provide related life skills, job readiness, financial planning, and supportive services to participants.

 

Magnet Theme – (Science and Applied Technology) The students will explore four areas of science (Earth, Life, Physical, Health and Human Services) and integrate each throughout the curriculum. The students will also explore careers that are associated with each of those components.  Students will gain valuable knowledge and obtain hand on experiences as they study each component. Students will be given a writing journal to record what they learn, observe and experience. Journals contain graphic organizers and writing activities related to each of the sciences.

 

  ROAR - Reach Out And Read! - ROAR-time - School-wide independent/silent reading time daily.

 

Career Days - which are a part of the Career Development and Occupational Studies curriculum, will be held at the end of each quarter. Students will be able to learn about 6 different careers.  Intermediate students will talk to a carpenter, a nurse, and a forester.  Primary students will visit with a State Trooper, a musician, and a zoologist.  School-wide assemblies will also be held.   Our Character Education themes are exactly what students need to learn to be successful in the workplace.

 

All teachers are implementing the newly adopted K-5 Health curriculum.  In addition, Grades 4 and 5 are using the Your Health Harcourt series.

 

The music department has adopted a new textbook series - Making Music for K-6.

 

Lunch Buddy Programs - King School is in partnership with Compeer to provide therapeutic lunchtime activities for students who may be experiencing difficulties in focusing, concentrating or getting along with others.   A grant funded through the United Way, brings Mohawk Valley Community Action to King School each week.  A lunch buddy program for 5^th grade girls will focus on making good choices.  In addition, a district Safe Schools Coordinator will conduct a “Girl Power” group, which will again provide additional support to these girls who will be making the transition to the middle schools next year.

 

405 Initiative- King School will collaborate with the state and regional liaisons to gain greater knowledge about strategies for addressing disproportionality in our special education program and achievement of all students. In addition, we will identify root causes and plan interventions.

 

Extended Day - Program is specifically designed this year to target our 3^rd, 4^th and 5^th graders.  The 3^rd, 4^th and 5^th grade students are divided into groups according to academic need.  Each group is instructed by one of our certified teachers on staff.  Groups are small to successfully address individual student needs. The program is conducted in sessions before and after school.  These after school sessions include direct instruction and the CCC program in the computer lab.

 

 

 

MISSION (M. L. King, Jr. School)

 

The mission of Martin Luther King Elementary School is to provide a safe, caring, respectful and academically challenging school environment that promotes success for all.

 

 

MAGNET THEME (M. L. King, Jr. School)

                

The combined themes of science and applied technology at M. L. King Magnet School are the basis for students' educational experiences and activities.  Our theme for the 2005-2006 school year is: The Wild World of Science.  Each quarter of the school year will reflect a different field of science.  The breakdown of the school year is as follows: Quarter 1: Earth Science; Quarter 2: Physical Science; Quarter 3: Life Science; Quarter 4: Health Science/Human Services.  The field of science for each quarter has thematic units written for each grade level.  The rationale for broadening our theme to all types of science is to provide more support for students as they prepare for the 4th and 8th grade science tests.  Furthermore, earth science, physical science, life science and health science are currently part of our school curriculum.  The newly written thematic units will complement and enhance student learning through hands on activities, extension activities, experiments, and lessons.  These units mirror Jean Piagets's Learning Theory and Howard Gardener's Multiple Intelligences.  The earth science theme will begin with a visit from the Recycling Center.  An assembly entitled the Magic of Science will kick off the physical science theme.  Life Science in the third quarter begins with a visit from the Utica Zoo Mobile.  In addition, Audobon New York will work with our students to study local bird populations.  Joe Trionfero's Anti Bullying Show starts our final quarter theme of health science/ human services.  Culminating activities will include career days, which will take place at the end of each quarter to reflect careers in the respective fields of science.    Students and teachers will be conducting research throughout the year on experiments that support quarter themes. Results will be showcased at our School Science Fair in May.  The principal and magnet school team will meet monthly to assess the implementation of the magnet theme into the building curriculum and to guide teachers on planning thematic activities for the month.  Learning experiences are driven by New York State Learning Standards.  Content and activities will build vocabulary, writing, critical thinking and research skills.

 

A further explanation of our magnet theme is as follows:  In preparation for life in the 21st Century, we at M. L. King, Jr. Magnet School believe that an appreciation of the delicate relationship between living things and their non-living environment is of prime importance for our survival.  This appreciation begins with an understanding of the environment, which includes the earth's crust, waters and atmosphere where living organisms can exist.  The way in which this will be accomplished will be through the study of individual ecosystems.  An ecosystem is a system formed by the interaction of a community of organisms with their environment.

                 In order to study ecosystems first hand, each classroom will have its own small mini-environment for in-depth, hands-on study.  For example, terrariums, fish tanks, miniature greenhouses and reptile tanks are some of the environments that can be set up on a small scale.  Through proximity to and experimentation with the individual ecosystems, students will begin to develop a sensitive yet realistic understanding of the delicate balance of nature.  They will be able to extend this knowledge of the larger scale problem of global warming.  The students will understand the role of man's mismanagement of the ecosystems of the environment and will collaborate to develop creative solutions to the problem.

                 One of the important tools for life in the 21st Century is technology.  Our students will be able to use technology to communicate, research, write and gain a better understanding of the biosphere. Students will apply technology in the forms of videotaping and editing programs for Channel 10, television, videocassette recorder, tape recorder, compact discs, laser discs and computers and related equipment.  Computer-related equipment will include electronic mail, Windows, hands-on science and Internet privileges.

                 Through working on common projects that involve recognizing, understanding and impacting the dynamic interrelationship between themselves, and the world around them, the students will:

·       learn to work cooperatively as members of a team

·       practice conflict resolution skills and learn to appreciate diversity among people

·       increase levels of competency & mastery to enhance their self-esteem

·       become self-motivated and be able to set high goals for themselves

·       gain skills & interests for the proper management of leisure time

·       increase academic skills & performance

·       increase confidence in their ability to impact the world around them in a positive manner

 

Vision Statement
Upon leaving the Utica City School District, each student will have acquired significant skills in problem solving, critical thinking, oral and written communication permitting them to be successful in higher education and/or technical-vocational careers. Each student in the district can anticipate that no matter which building he or she attends, the instructional program, support services and physical facilities will be comparable. The district's curriculum will challenge all students by maintaining the highest academic standards. As a success oriented institution, the district will have in place a range of programs that meet individual student's needs in both academic and vocational venues. The primary instructional goal of developing well-rounded students, who have a high level of self-esteem and exhibit strong moral values and ethics, will be achieved by staff members using a wide variety of educational approaches, settings and materials. The district's multicultural diversity is strength and should be viewed as a resource to be developed. Students will appreciate and understand the need to become lifelong learners.
Mission Statement
The Utica City School District will ensure high academic achievement by providing equal and excellent opportunities in a comfortable and flexible learning environment. All students will develop the knowledge, skills and attitudes to enable them to function as lifelong learners, and responsible citizens in a changing society.
District Goals:
To improve academic performance. To improve student attendance. To assess and address students' psycho/social needs. To improve utilization of technology within all academic areas as well as the arts, music and physical education. To reduce the number of students needing special education services.	To increase parent and community involvement. To reduce the number of dropouts. To utilize diversity as a positive learning experience in the school environment. To provide a safe and secure environment for students and staff.

 

 

 

 

 

 

 

 

 

 

 

Vision Statement
Upon leaving the Utica City School District, each student will have acquired significant skills in problem solving, critical thinking, oral and written communication permitting them to be successful in higher education and/or technical-vocational careers. Each student in the district can anticipate that no matter which building he or she attends, the instructional program, support services and physical facilities will be comparable. The district's curriculum will challenge all students by maintaining the highest academic standards. As a success oriented institution, the district will have in place a range of programs that meet individual student's needs in both academic and vocational venues. The primary instructional goal of developing well-rounded students, who have a high level of self-esteem and exhibit strong moral values and ethics, will be achieved by staff members using a wide variety of educational approaches, settings and materials. The district's multicultural diversity is strength and should be viewed as a resource to be developed. Students will appreciate and understand the need to become lifelong learners.
Mission Statement
The Utica City School District will ensure high academic achievement by providing equal and excellent opportunities in a comfortable and flexible learning environment. All students will develop the knowledge, skills and attitudes to enable them to function as lifelong learners, and responsible citizens in a changing society.
District Goals:
To improve academic performance. To improve student attendance. To assess and address students' psycho/social needs. To improve utilization of technology within all academic areas as well as the arts, music and physical education. To reduce the number of students needing special education services.	To increase parent and community involvement. To reduce the number of dropouts. To utilize diversity as a positive learning experience in the school environment. To provide a safe and secure environment for students and staff.