Welcome to the City of
1802 Birthplace of Western New York
http://www.city-data.com/city/Batavia-New-York.html
 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%)
 Estimated median household income 2009: $37,998
 per capita income
$20,545
 up from $33,484 in 2000
 Median house value in 2009
down from $77,400 in 2000
$91,108
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%
Most common industry Most common occupation
•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%)
Literacy in Batavia
Welcome
How is literacy used in Batavia?
Find
Advertise
Impress
Present Tense
Books & Gifts
F
u
n
Pleasure
Remember
Entice
Direction
Literacy is use for many purposes
http://www.batavialibrary.org
Upcoming Events
•
•
•
•
•
•
•
•
Knit One, Read Too
Tuesday Story Time
Early Story Time
Early Toddler Time
Wed. Story Time
Genealogy
Crochet Group
Preschool Story Time
Library Lobby
Artwork on display from Batavia Middle School
What’s up in the
Children’s Room?
Special Programs
American 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 Times
Story times begin the week of March 17th and end the week of May 12th.
Lego Club
Explore 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 & 29th
Registration is required.
 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.
Quilt made by Girl Scout Troop to earn bronze
&
support Literacy in Genesee County
Building Literate Communities
in Genesee County
Literacy
Genesee/Orleans
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.
ESOL
English Speakers of Other Languages
For those who wish to improve their
conversational English speaking skills.
301 North Street
Suite #10
Batavia, NY
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/
Literacy Through Education
Public Schools
 Batavia City School
District
 Batavia High School
(9-12)
 Batavia Middle
School (5-8)
 Jackson School
(PK-2)
 John Kennedy (3-4)
Private Schools
• Notre Dame HS (9-12)
184 students
• St. Joseph’s School (K-8)
284 students
• New York State School for the
Blind
Post High School
Genesee Community College (2yr)
Genesee Valley BOCES-Practical
Nursing Program
Continental School of Beauty
Culture
Jackson Elementary PK – 2
469 students
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.
John Kennedy now contains all
students in grades 3 and 4 along
with all special education selfcontained classrooms.
John Kennedy Elementary 3-4
556 students
Batavia Blue Devils
Batavia High School 9-12
682 students
GCC offers a
comprehensive
selection of over 60
academic programs
of study designed
to fill a wide variety
of needs.
Genesee Community College
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.
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
http://www.bataviacsd.org/middleschool.cfm
731 students 5-8
Batavia Middle School
Demographics (2010-2011)
Eligible for Free Lunch
Reduced-Price Lunch
Limited English Proficient
Racial/Ethnic Origin
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native
Hawaiian/Other Pacific Islander
White
Multiracial
220
47
2
41%
9%
0%
1
63
19
10
0%
12%
4%
2%
419
30
77%
6%
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
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
Grade 7
Grade 8
44%
53%
50%
186
160
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.
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.
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 Language Arts
Female
57%%
Male
35%
African American
24%
Hispanic/Latino
11%
White
55%
Math
50%
37%
19%
11%
52%
105
81
21
9
146
General Education
Students w/Disability
Economic Disadvant.
Not Disadvantaged
51%
0%
28%
61%
160
26
94
92
54%
8%
33%
62%
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
Female
55%
Male
32%
African American
50%
Hispanic/Latino
-----White
44%
Multiracial
43%
Math
54%
51%
44%
-----58%
36%
74
86
18
9
117
14
General Education
Students w/Disability
Economic Disadvant.
Not Disadvantaged
58%
34%
28%
74%
140
20
86
74
48%
5%
29%
58%
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
Female
58%
Male
39%
African American
26%
Hispanic/Latino
40%
White
54%
Multiracial
55%
Math
58%
39%
26%
60%
55%
36%
107
79
23
5
147
11
General Education
Students w/Disability
Economic Disadvant.
Not Disadvantaged
55%
18%
37%
61%
164
22
83
103
55%
9%
35%
62%
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
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
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
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.
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
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
24 students in class
*Making Connections
4 Multi racial
*Questioning
1 African American
Taking a walk through Room 312…
this is what we see…
WORD WALL
DAILY OBJECTIVE
WRITING
JOURNALS
BOOKS LINING THE ROOM
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
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.
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,
alternating between 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.
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.
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.
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.
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.
•
•
•
•
•
•
•
•
Narrative and historical
non-fiction
Readers Theater
Fiction
Poetry
Debates/Analyzing arguments
Compare/Contrast
Vocabulary
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.
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.
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
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.
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)
MORE ASSESSMENTS
7th Grade English Language Arts
•
•
•
•
Weekly Scope readings/writing
Vocabulary Quizzes
NYS ELA Assessment
In class writing assignments
• Evaluating Arguments
• Analysis of texts read
Literacy Values and Expectations
Views of a 7th Grade ELA Teacher
The teacher values the research in literature and keeps
updated with the most recent trends in literacy. She tries to use
many of the strategies suggested by the current literature. I
believe, suggested by my observations and informal discussions,
that she does expect seventh graders to come in with some of
these strategies already established and that is not the case with
many of the students.
The teacher along with many of her colleagues is frustrated
with the emphasis on assessments and pressure from being a
focus school. She has been absent from class for numerous
meetings and planning sessions revolving around planning
assessments, consequently she feels she cannot adequately
prepare them with the skills they need for the assessments,
nevertheless to become lifelong successful readers.
In addition, there have been many assessments to collect
data, however the time is lacking to properly go over those
assessments with the students and teach the skills that are shown
to be weak.
What has been lost?
Read aloud
The Joy
of
reading !
Independent reading
Authentic discussion of text
Teaching strategies to develop skills as a
reader and writer (rather than testing
Batavia Middle
School reached out
to the community
by presenting a
family literacy
night.
Home to School
Connection
Family Literacy Night
Thursday, March 14, 2013
5:00-7:00 PM
A translated version of this document is available in other languages. Please call
585-343-2480,ext. 3000 for assistance. Una versión traducida de este
documento está disponible en otros idiomas. Por favor llame al 585-343-2480,
ext. 3000 para obtener ayuda. 本文档的翻译版本，其他语言版本。请致电585-3432480，分机。 3000寻求协助。
Books Galore (Complimentary)
Literacy Genesee Booth
Richmond Memorial Library Mobile Van
Cornell Cooperative Extension Booth
Pizza and Refreshments
Babysitting Available
Literacy Genesee Booth
READ ALOUDS
READ 180
Richmond Memorial Library
Cornell Cooperative Booth
BOOKS!
BOOKS! BOOKS!
Lexiles and Libraries
Refreshments
EDUCATIONAL WEBSITES
Schedule for family literacy night
Session 1:
Digital Literacy: User-Friendly Electronic Resources
Website Exploration and iPads!
Study Island, CoolMathGames.com, etc.
Room: A217
Session 2:
What No Bedtime Story Means…
Read Alouds and Book Chats with kids
Book Worm Bash
Ages: 10 and under Room: A206
Book Chats
Ages: Over 10
Room: A205
Session 3:
READ 180 Overview and Investigation
Grades 5/6
Room: A213
Grades 7/8
Room: A204
Session 4:
Lexiles? The New Frontier!
What Lexile measures are and how to use them with our libraries!
Room: Library
Home ------ School ------ Community
• School to Home
• Literacy Night
• Summer reading books
• Library checkout
• Assignment notebooks
• Letter home informing of testing
• Letter informing of focus status
• Surveys about learning and literacy
• School to Community
• Literacy Night
• Collaborate with local library
• After school programs
• Community to Home
• Literacy programs at library
LITERACY
SCHOOL
COMMUNITY
What do people in the community say?
I interview a mother of two children who attend the Batavia
School District, one in 5th grade and the other in 11th.
Q: What do you think of when you think of literacy?
A: Reading & Writing
Q: What do you think about literacy in Batavia?
A: A lot of people need assistance (they cannot read or
write) in Batavia so the town is judged poorly & the
schools are judged.
Interview continued…
Q: How does the schools do in teaching literacy?
A: The only issue I have is with mainstreaming. The
kids are at such different levels and abilities. Its
not fair to any of them. The higher level kids are
bored and don’t get what they need. Either do the
lower kids, not enough assistance because they have
to teach to all of them at once.
Q: Did you read to your children?
A: Yes.
Q: Do your children like to read?
A: Yes they don’t mind reading. They will read something
theymare interested in or when they have to or when
they are bored, but they don’t read all the time or just
to read.
How can we keep the 7th grade a balanced literacy
program in the midst of all the pressure on testing?
Suggestions:
 Would be great if they could schedule some conference
time like in Cafe and work in small group instruction.
 The students might enjoy some interactive reading of the
novels, modeling more how to use these active strategies
and engaging in the text together.
 There is some good strategies used with vocabulary but I
think they soon forget if they don’t use them once in a
while. Revisit the past vocabulary on occasion.
 Study island has some great skill practice but some just
guess and take it over enough times and just change
answers, not really learning from it Would benefit to do
some together and give more explanation.
Batavia City Schools
http://www.bataviacsd.org/middleschool.cfm.
City Data.Com. (2012-2013). Advfameg, Inc.
http:http://www.city-data.com/city/Batavia-New-York.html.
Literacy Genesee Orleans (2009).
http://www.literacygenesee.org/.
NYSED.Gov (2012).
https://reportcards.nysed.gov/schools.php?district=800000034034&y
ear=2011.
Richmond Memorial Library. http://www.batavialibrary.org.