broadmeadow school improvement planbroadmeadow.needham.k12.ma.us/userfiles/servers/server... · the...
TRANSCRIPT
BROADMEADOWSCHOOLIMPROVEMENTPLAN2018-2021
February5,2019
BroadmeadowSchoolCouncil
EmilyGaberman,PrincipalLisaGarsh,Grade2TeacherKarenHwang,Grade4TeacherStephanieHamel,Grade5TeacherChanitList,Asst.Principal
LindsayGravin,ParentCinziaSolari-Cis,ParentGayaniWeeraratne,ParentCarolynBickford,CommunityMember
TheBroadmeadowSchoolisanexciting,vibrant,anddiverselearningcommunitycurrentlycomprisedof550studentsandtheirfamilies,aswellasastaffofcloseto70full-andpart-timeemployees.OurschoolcommunityincludesawiderangeoflearnersfromNeedhamandBostonaswellasstudentsintheConnectionsProgram(theNPSelementarytherapeuticprogram,gr.2-5).TheBroadmeadowSchooltakesprideinastrongkindergartenthroughfifthgradecurriculumintegratedwithenrichmentprogramming.Thefacultyworkscollaborativelytoensureconsistentandrigorouscomprehensivecurriculumandinstruction.TheBroadmeadowSchooliscommittedtotheResponsiveClassroomapproachthatsupportschildrenacademically,socially,andemotionally.
IncreatingthisnewSchoolImprovementPlan,theBroadmeadowstaffwentthroughanexercisetocreateaPortraitofaStudentoutliningthecharacteristicsandskillswehopestudentsgainastheyexploreandlearnwhileatBroadmeadow,themostimportantofwhichwasEMPATHY.AccordingtotheEmpathyinEducationwebsite,empathy“istheabilitytolookatasituationfromanotherpointofview.Itisthebasisofcaringrelationshipsandallowsustoconnectandunderstandthosewhomaybedifferentfromourselves.”http://www.empathyed.org/OtherimportantcharacteristicswebelievecriticalforourBroadmeadowstudentsinclude:resilience;criticalthinking&problemsolving;flexibility&adaptability;creativity&innovation;andcommunicationskills.Itiswiththesesixcharacteristicsandskillsinmindthatwehavecreatedourschoolimprovementplan.Thereareseveralwaystointegratesocial-emotionallearningintotheschooldayfromstand-alonelessonstoanapproachthatiswovenintothefabricofourschoolday.Inmanywayswealreadyteachtheskillsandthe6keycharacteristicswevalue.WehavehighlightedwaysinwhichstudentsdeveloptheseskillsinthisSchoolImprovementPlan.
1
BROADMEADOW SCHOOL IMPROVEMENT PLAN 2019 -2020 UPDATE
In order to update the School Improvement Plan teachers were surveyed about the action steps from the plan. Data was drawn from that survey, observations, the NPS survey, as well as from several student achievement sources. It should be noted that some achievement data sources have been in transition between January 2018 and now: the fall, we adopted a newer, more rigorous edition of the Fountas & Pinnell Benchmark Assessment System (BAS); we are in transition with our district math assessment tool with some grades still using the aMath assessment and other grades/classes using the STAR math assessment; the DESE added an additional subgroup (Lowest Performing) with new targets and the expectations from MCAS 2.0 were raised. With these constraints, it was difficult to measure “one year’s growth” so the focus for this update has been on determining students at or above benchmark. Goal 1 Improvement Strategy/Action Step: Students will experience new units of study (UOS) in Writer’s Workshop and make one year’s growth based on common assessments in writing.
Student experience and achievement: • AllstudentsinGr.1-5experiencednewwritingunitsasproscribedbythedistrict.• AllstudentsinGr.1-5participatedinbothpre-andpost-assessmentsthatwereusedasformativeandsummativeassessments
respectively.• Teachersinallgradelevelsnormedwritingwithpeersatleastonce.• 79%ofclassroomteachersengagedinacoachingcyclewiththeLiteracySpecialistinwriting• Teachersfrom4outof5gradelevelsparticipatedinatleastoneroundofpeerobservationinwriting.• MCAS:Gr.3-5studentsperformedsimilarlytothedistrictonwrittenresponses.
Althoughthegapbetweenspecialeducationandgeneraleducationremained,LowestPerforming,HighNeeds,andStudentswithDisabilitiessubgroupsexceededtargetsinELA.
2
Anecdotal evidence: • SpecialEducatorsandLiteracySpecialistsparticipatedinongoingcollaborationfocusedonhowtobestsupportat-riskstudentsin
writing.• KclassespilotedbothLucyCalkinsunitsaswellastheFocusonK2curriculum.• ELstudentsbenefitedfromthestructureanddemandsofthewritingunitsofstudy• Teacherscommentedthattheseunitsofstudypresentchallengingwork(forteachersandstudents)howeveritisgettingeasierover
theyears. Improvement Strategy/Action Step: Students will experience new units of study (UOS) in Readers Workshop and make at least one year’s growth based on common assessments in reading.
Student experience and achievement: • AllstudentsinGr.1-5wereassessedusingthenewFountas&PinnellBenchmarkAssessmentSystem(BAS)• Teachersfrom4outof5gradelevelsparticipatedinatleastoneroundofpeerobservationinreading.• 67%ofclassroomteacherssurveyedparticipatedinacoachingcyclewiththeLiteracySpecialistinreading.• BAS:Itisdifficulttomeasureoneyear’sgrowthfromFebruarytoFebruaryduetotheimplementationofthemorerigorousversion
oftheBASthisfall.• EOY2018,95%ofstudentswereatorabovebenchmarkinGr.1-5and97%ofstudentshadmoderateorhighgrowth.• BOY2019,78%ofstudentswereatorabovebenchmarkinGr.1-5.• LLIdatafortheperiodfromJanuary2018-January2019:32studentsreceivedsupportthroughLLIintervention.22studentsmade
necessarygains;6studentswerefoundeligibleforSpecialEducationwithanadditional4studentscurrentlyinthereferralprocess.• MCAS:Gr.3-5studentsperformedsimilarlytothedistrictonreadingquestions.
Althoughthegapbetweenspecialeducationandgeneraleducationstudentsremained,LowestPerforming,HighNeeds,andStudentswithDisabilitiessubgroupsexceededtargetsinELA.
Anecdotal evidence: • Teacherswhotaughtthenewreadingunitsprovidedpositivecommentsregardingthereadingunitsandcommentedonthebenefits
ofthelinkbetweenreadingandwritingunitsateachgradelevel.• SpecialEducatorsandLiteracySpecialistsparticipatedinongoingcollaborationfocusedonhowtobestsupportat-riskstudentsin
reading.• ELLteacherandLiteracySpecialistscollaboratedinhowtobestsupportEnglishLearners.
3
Improvement Strategy/Action Step: Students will experience differentiated instruction in mathematics based on district and classroom assessments in order to make one year’s progress.
Student experience and achievement: • 70%ofteachersparticipatedinacoachingcyclewiththemathcoach• aMath(mostofgr.3,4,5notincludingStarMathpilotclassrooms):AsofJanuary2019,91%ofstudentswereatorabove
benchmark.• StarMath(Gr.1,2):AsofJanuary2019,96%ofGr.1and86%ofGr.2areatorabovebenchmark.• MCAS:Gr.3-5studentsperformedsimilarlytodistrictonmathachievement.Boysoutperformedgirlsatallthreegradelevelsin
termsofachievement.• Agapremainsbetweenstudentswithandwithoutdisabilitiesinmathematics;StudentswithDisabilitiessubgroupmettargets;
LowestPerformingandHighNeedssubgroupsdeclined.• NoclassroomteachersparticipatedinpeerobservationinmathJanuary2018-January2019.(Amathpeerobservationinonegrade
levelisplannedforlatewinter/spring.)Anecdotal evidence:
• AlmostallclassesGr.1-5currentlyfollowtheworkshopmodelforsomeorallunitsofstudy.• ClassroomteachersparticipatedinProfessionalDevelopmentthatfocusedonteacherbiasandgenderdifferencesinmathaswellas
understandingtheimportanceofspatialreasoningforallmathskilldevelopment.(AdditionalmathPDisplannedforlaterintheyear.)
• AllstudentsexperiencedThreeActTasksand/orspatialreasoningactivitiesinhomerooms,thetechcenter,andtheartroom.• CoachingsessionsfocusedonhighlightingandintegratingMathPracticestandardsandintegratinginterventionsupportinthe
classroom.(Seebelow)
4
Goal 2 Improvement Strategy/Action Step: Equity and Inclusion: actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are acknowledged and respected.
• 78%ofsurveyrespondentsindicatedtheyhaveexpandedclassroomlibraries,readalouds,musicalselections,highlightedartists,etc.tobemoreinclusive.
• Teachersreadanddiscussedoneof3titlesreadoverthesummer(TheHateYouGive;ThisIsHowItAlwaysIs;Refugee)anddiscussedapplicationstotheirwork.
• Surveyrespondentsindicatedteachersareincreasinglymorecomfortabletalkingaboutraceandotherdifficultissuesthatarisewithstudents;someteachersprovidedexplicitlessonswhileotherteachersindicatedlessonsaboutequityandinclusionwereimbeddedinclassroomdiscussion.
• InApril2018,thePTCsponsoredaparentforumaddressingissuesofequityandinclusion.(Inspring2019,parentbookgroupsbasedontitlesmentionedaboveareplannedforMarchandanotherPTCParentForumisplannedforApril.)
• 88%ofparentsrespondedfavorablyontheNPSsurveythatBroadmeadowvaluesthediversityofchildren’sbackgrounds.Improvement Strategy/Action Step: Resiliencyskills:workwithstudentstoincorporatemindfulnessskills,executivefunctionskills,growthmindsetapproach,andcopingwithfailuretechniques.
• 78%ofteacherrespondentsindicatedstudentsexperiencedmindfulnessandgrowthmindsetinstruction.• 50%ofteacherrespondentsindicatedstudentsexperiencedlessonsthatsupportthedevelopmentofexecutivefunctionskills.• TeachercommentsonSIPupdatesurveyreflectedthatmindfulness,mindset,andexecutivefunctionskillswereimbeddedin
instruction.• IntheNPSsurvey,85%ofstudentsrespondedpositivelytothequestion“Howstressedoroverwhelmeddoyoufeelatschool?”• TheStudentResiliencysurveyprocesshasnotbegun.
5
Goal 3Improvement Strategy/Action Step: Prepareforandimplementfulldaykindergarten(FDK).
• BuildingadministrationandCentralOfficeadministrationareplanningforFDKinordertoaccountforpossibleincreasedenrollmentandtheimplicationsforadditionalspaceandpersonnel.ItisunclearatthistimeifBroadmeadow’sKindergartenenrollmentwillrequireanadditionalsection.
• Teachersandspecialistsparticipatedindistrict-widecurriculumexplorationanddevelopmenttopreparefortheimplementationofFocusonK2centersandotheraspectsoffulldayKindergartenprogramming.
Improvement Strategy/Action Step: ContinuetoimplementandassessMathCoachingmodeltobestmeettheneedsofstudentsandsupportteachers.
• Duetodifferentstaffingthisyear(FY19),interventionsweremoreintegratedaspartofin-classsupportascomparedtoFY18whenBroadmeadowhada0.5FTEinterventionistanda0.5FTEcoach.
• Fall2018interventionfocusedongrades1and2,supportingthestudentsandteacherswheredatadeterminedgreatestneed.• Gr.2examplefromFall2018:Fifteenstudentswereclassifiedas“OnWatch”aftertheinitialfallassessment.Eightstudents(inone
class)weresupportedinan8-weekinterventionmodelwherethecoachworkedwithstudentsinthemathclass2times/weekinadditiontoaweeklycoachingsessionwiththeteacher.Attheendoftheintervention,7studentsmadeupthegap(areatbenchmark)with1studentwhowasstillatrisk.
6
Goal1:AdvanceLearningforallStudents Torefineandcontinuetoputintopracticeasystemofstudent-centeredcurriculum,instruction,andassessmentthatempowerseachstudenttobeengagedinchallenging,creative,andrigorouslearningexperiencesthataregroundedinclearlydefinedstandards.
ImprovementStrategies/ActionSteps Timeline/PeopleResponsible Status/ImpactonStudents(waystomeasuresuccess)
Studentswillexperiencenewunitsofstudy(UOS)inWriter’sWorkshopandmakeoneyear’sgrowthbasedoncommonassessmentsinwriting.● Implementationofwritingunitsofstudygr.1-5in2018-2019asdistrictdetermines
● Continuetousecommonassessmentsinwriting● Continuetoincorporatewritingacrossthecurriculum● Continuetoverticallyalignpractices● Verticallyaligneditingandrevisionchecklistsasdistrictprovidesguidelinesandsupports
2018-2020HomeroomTeachers,SpecialEducators,LiteracySpecialists
● Studentswillwrite,revise,andpublishpiecesacrossgenresinatleastfourwritingunitsofstudy
● Studentswilldemonstrateoneyear’sgrowthinwritingbasedonrubricsandteacherobservation
● Studentswillemployeditingcheckliststhatareverticallyaligned
● Teacherswillnormon-demandwritingtasksusingrubrics
Studentswilldevelopthe6keycharacteristicsinwholeclasslessons,smallgroups,writingpartnerships,andasindividuals:• Empathy:helpfriendssoundoutwords;mentortextslikeWeAllMakeMistakes(ToddParr);commentonothers’writing;takeonvoiceof
character;considercounterarguments;consideraudienceforwriting;identifythemeandtextthatrevealstheme• Resilience:editwork;makechangestowriting;giveandreceivefeedback;digdeepintogenreandtopic;produceflashdrafts;createstory
arcwithobstaclesacharacterhastoovercome;adaptearlierdraftstoincorporateteachingpoints• CriticalThinkingandProblemSolving:usetheeditingprocess;“whenyou’redone,you’vejustbegun;”usespellingstrategies;use
dictionary;groupworkandcollaboration;integratetechnology;structureandorganizationofwriting;determinewhattoincludeorexclude;weighbothsidesofanargument
• FlexibilityandAdaptability:sharedwriting;usewriter’schecklistandrubrics;elaborate;choosetopictowriteabout;giveandreceivefeedback;applyskillsacrossgenres;draftingprocess;“giveitago;”revisebasedonfeedback
• CreativityandInnovation:writeabouttopicsofinterestorchoice;persuasiveandopinionwriting;usedifferentformats&papers;usewritersnotebook;explorevarietyofgenres;brainstormtopics;useseedideas;applyideastonewwriting;writingacrossgenres
• Communication:sharework;turnandtalk;accountabletalk;presentwhatwriterthinksandwhy;usefeelingwords;partnerediting;consideraudienceforwriting;presentationtoaudience;publicspeaking
7
Goal 1 continued
ImprovementStrategies/ActionSteps Timeline/PeopleResponsible Status/ImpactonStudents(waystomeasuresuccess)
Studentswillexperiencenewunitsofstudy(UOS)inReadersWorkshopandmakeatleastoneyear’sgrowthbasedoncommonassessmentsinreading.● ContinuetoalignF&Padministrationandcalibration● Implementationofreadingunitsofstudygr.1-5in2019-2021asdistrictdetermines
2018-2021HomeroomTeachers,SpecialEducators,LiteracySpecialists
● Studentsdemonstrateoneyear’sgrowthinreadingbasedonbeginningandendofyearassessmentsandteacherobservation
● Studentsareassessedinpreandpost-assessmentstoinforminstruction
● Fragilereadersreceivetargetedinterventionandgainmorethanoneyear’sgrowthinreading
Studentswilldevelopthe6keycharacteristicsinwholeclasslessons,smallgroups,readingpartnerships,andasindividuals:• Empathy:talkaboutcharacter’sfeelings;understandcharactermotivation;mentortextslikeBecauseofWinnDixie,MakeWayfor
DiamondDaniel;(gr.3);TigerRising,Crash,NumbertheStars,PatriciaPolaccobooks(gr.4),HomeoftheBrave(gr.5)• Resilience:bookswith“cando”messages;pushthrough–trysomethingtofixit;re-readtounderstandtrickywordsandconfusingtexts;
digdeepintogenre&topic;mentortextslikeStoneFox(gr.3),MissingMay(gr.4);HomeoftheBrave(gr.5)• CriticalThinking&ProblemSolving:comparingdifferentversionsofstories;deependecodingandcomprehensionskills;“Doesitsound
right?Lookright?Makesense?;”activeengagementinReadersWorkshop;characteranalysis;storyarcs;makeconnectiontoreader;thinkanalyticallyabutcharacters;usecriticalthinkingskillstocreateanargument;analyzetexttodevelopthesisstatementandsupportit
• Flexibility&Adaptability:usemultiplestrategiesforwordsolving;readingmultipletextsandgenres;setindividualandgroupreadinggoals;participateinresearchgroups;selectappropriatetexts;trynewordifferentgenres;revisetheoriesaboutcharacterswhenyoulearnmore;beopentohearingotherpointsofview
• Creativity&Innovation:retellstory;inventownversionornewending;makepredictions;stopandjot;setgroupgoals;establishgroupnorms;presentations;buildtheoriesaboutcharacters
• Communication:retellstory;turnandtalk;accountabletalk;confer;writethoughtsaboutreadinginjournal
8
Goal 1 continued
ImprovementStrategies/ActionSteps Timeline/PeopleResponsible Status/ImpactonStudents(waystomeasuresuccess)
Studentswillexperiencedifferentiatedinstructioninmathematicsbasedondistrictandclassroomassessmentsinordertomakeoneyear’sprogress.• Continuetousedistrictbenchmarkassessmenttoinforminstruction
• Students’progresswillbemonitoredwiththesupportofthemathcoaches
• Teachersusedatafrommultiplesourcestoinforminstruction
• Studentswillexperienceavarietyofproblemsolvingapproaches/methodstodeepenunderstandingofcontentandmathpractices
2018-2021HomeroomTeachers,SpecialEducators,MathCoaches
• Studentsdemonstrateatleastoneyear’sgrowthbasedonbeginningandendofyearbenchmarkassessmentinmathematics.
• Studentshaveopportunitiestoexperiencethemathworkshopmodel
• Studentshaveopportunitiestoexploreopen-endedmathproblemsolvinglike3-ActTasksandchallengeproblemsorproblemsoftheweek
Studentswilldevelopthe6keycharacteristicsasawholegroupandasindividualmathematiciansandthroughmathpartnershipsandmathgroups:• Empathy:solveproblemswithclassmate;mathgames;teachapeer;collaboratetosolveproblems;MathPractices1,3,6 • Resilience:processoverproduct;playmathgames;tryanotherstrategy;“it’soktomakemistakes;”“Idon’tknowthisYET;”“Respectfully
challenge;”learnfrommistakes;revisitandreviseworkandassessments;MathPractices1,3 • CriticalThinking&ProblemSolving:explore3-ActTasksandcomplexwordproblems;mathdebates;ThinkTankmaterials;MathPractices
1,3,4 • Flexibility&Adaptability:trymorethanonestrategy;usemultiplestrategiestosolvethesameproblem;representnumbersorproblemina
varietyofwaysandmodels;revisitmathwork-correctmistakes/misunderstandings;revisework;useapeer’sstrategytosolveaproblem;solveproblemswithavarietyofmodelsandmanipulatives;Mathpractices2,4,5
• Creativity&Innovation:createownproblem;createmathgames;applymathvocabularyinnewways;makeconnectionsbetweenunits/conceptslikeadditionandmultiplicationorfractionsandmultiplication/division;3-ActTasks;mathchallenges;Mathpractices2,5
• Communication:accountabletalk;sharestrategiesforsolution;teachpeers;sharemaththinkinginwriting,speaking,drawing,and/ornumbers;Mathpractices3,8
9
Goal2:Developsocial,emotional,wellness,andcitizenshipskills Toensurestudentsdeveloptheknowledge,skills,andmindsetthatempowerhealthy,resilient,andculturallyproficientcitizenswhocontributetootherswithintegrity,respect,andcompassion.
ImprovementStrategies/ActionSteps Timeline/PeopleResponsible Status/ImpactonStudents(waystomeasuresuccess)
EquityandInclusion:activelycreateandmaintainanenvironmentinwhichstudents’diversebackgrounds,identities,strengths,andchallengesareacknowledgedandrespected.● Schoolcommunitysupportsavarietyofeventsbyclassroom/gradelevel/andschool-widethatcelebrateBroadmeadow’sdiversecommunity
● Exploreasharedtextforstaffand/orstudents● Ongoingprofessionaldevelopmentthatprovidesteacherswithskillsandresourcestotalkaboutculturallysensitiveissueswithelementarystudents
● Continuetobuildclassroomandschoollibrariesaswellaslessonsthatincorporatediversepeoplethatreflectourcommunityandtheworld
● IncreasefamilyinvolvementandengagementinschoolandPTCevents
2018-2021FullFaculty(Administration,teachers,supportstaff)Possibleconsultant
● NPSsurveyreflectsatleasta5%increaseofstudents,familiesandstaffwhofeelthatourcurriculumandlibrariesrepresentthestudentsatBroadmeadowandthecommunityaroundus
● Classroomlibrariesandschoollibrarydemonstrateincreaseindiversity
Resiliencyskills:workwithstudentstoincorporatemindfulnessskills,executivefunctionskills,growthmindsetapproach,andcopingwithfailuretechniques.● Buildcommonlanguageforchildrenastowhatitmeanstohaveagrowthmindset
● Implementmindfulnessstrategies,behavioralstrategies,executivefunctionstrategies
● ContinuetoemphasizeSocialThinkinglanguage● ExplorethemesofresiliencyinAllSchoolMeetings● Createandimplementstudentsurveyaboutresiliencetobegivenannually
2018-2021FullFaculty(Administration,teachers,supportstaff2018-2019Smallgroupcreatessurvey2019-2021Schoolimplementsurveyannually
• StudentsemploygrowthmindsetandmindfulnessstrategiesasmeasuredthroughNPSsurveyandasobservedbyteachersandstaff• Studentsexperienceopportunitiesformindfulnessactivities• NPSsurveyreflectsadecreaseinreportsofanxietyandstressfromstudents,parents,andstaff
10
Goal2continuedStudentswilldevelopthe6keycharacteristicsasawholegroup,insmallgroups,andasindividualsinourspecialareaclasses:Empathy sharingideasandwork;collaboration;differentiationinproduct,process,materials;highlightwomenartistsandartistsof
color;collaborationbetweenart&Spanishclass;crosscurricularprojects;diversebookcollection;discusscharacters’feelings;perspectivetaking;singsongsfromothercountriesandcultures;ensemblework;collaborationandcareforothers;flexibilitywithpartnerships;shareandprovidefeedbackonprojects;UOSthroughouttheyearondayinlifeofachildinanothercountry;useonlineprimarysourcesinSpanishoronesthatfeatureSpanishspeakingcultures;useofvideotoexploredifferentcultures;nativespeakersteachothersthroughindependentprojects;homepracticethroughwebsite;
Resilience acceptmistakesaspartoffindingasolution;growthmindset;practice;tryagainwhenlearningnewthings;challengebychoice;tryhardatalltimes;trysomethingdifferentornew;askafriendforhelp;STEAM-thedesignprocess;exposuretosecondlanguagereinforces“it’soktomakemistakes;”teamwork;instructionintargetlanguage
CriticalThinking&ProblemSolving
focusonprocess;researchskills;compositionandimprovisation;groupcompositionwork;listeningandanalyzingmusic;whatstorydoesthismusictellyou;useofessentialquestionstoguideprojectbasedlearning;STEAM–solvingagivenchallenge
Flexibility&Adaptability
usetoolsandtechniquesandadapttopersonalstyle;sharingmaterials;collaborativework;compositionandimprovisation;STEAM–focusonprocessratherthanproduct;tryhardatalltimes;flexibilitywithpartnerships;academicchoice;takerisks,positiveparticipation;usekeyphrasesandvocabulary;instructionanddirectionsgiveninSpanish
Creativity&Innovation
artprojectstiedtohomeroomcurriculum;perspectivetaking;extendingstories;compositionandimprovisation;creativemovementinresponsetomusic;gymnasticsentences;cooperativeactivities;projectbased:howtogettothegoal;STEAM–prideinaccomplishmentandindividuality;projectbasedlearningshowingunderstandingusingdigitalresources
Communication studenthelpsothers;artistreflection;artiststatement;collaboration;listeningandanalyzingmusic;positivefeedbacktopeers;“communicatetheirgame;”presentationtopeers;academicchoice;byendoffifthgrade,studentswillhaveacquiredanovicemid-proficiencyinthetargetlanguage(Spanish)
11
Goal3:Ensureinfrastructuresupportslearninggoals Toimplementasustainableplanforfinancial,capitalimprovement,technological,andpersonnelresourcesthatsupportslearningforallstudents.
ImprovementStrategies/ActionSteps Timeline/PeopleResponsible Status/ImpactonStudents(waystomeasuresuccess)
Prepareforandimplementfulldaykindergarten-• Ensureadequatespaceandschedulingneeds• AdaptandmodifycurriculuminallareasforKindergartenandothergradesasneeded
2018-2019KindergartenTeachers,Administration
2019-2020KindergartenTeachers,SpecialAreaTeachers,SpecialEducators,Administration,Literacy&MathCoaches
2020-2021KindergartenTeachers,SpecialAreaTeachers,SpecialEducators,Literacy&MathCoaches,Grade1teachers
• KindergartenstudentsexperiencearichfulldaykindergartenexperienceincorporatingcurriculumbasedonCCSSandrootedinplay.
ContinuetoimplementandassessMathCoachingmodeltobestmeettheneedsofstudentsandsupportteachers.• Continueworkwithcoachestointegratemathworkshopmodelandrefineinstructionalmodelsasappropriate
• Continuetousedistrictassessmentdata(aMathorother),MCASdata,andclassroomdatatodetermineinterventiongroupsandstrategies
2018-2020Homeroomteachers,Mathcoaches,SpecialEducators
• Studentsmakeayear’sprogressinmathduetodifferentiationandinterventionwhereneeded
• Studentsbenefitfromuseofpreandpostassessments(whereavailable)toinformTier1instruction
CoreValues:IncorporateempathyandothercharacteristicsintoBroadmeadowCoreValues
2019-2021Smallgroupofteachersandadministratorstospearhead
• Revisedcorevaluesaresharedwithstudentsandcommunity
• StudentsareabletonameandexplainCoreValuesinanageappropriateway.
12
GLOSSARY: 3-ActTask:Athreepart,openended,mathsituationpresentedthroughavisualmodel.AccountableTalk:listening,thinking,andengaginginpurposefulandproductiveconversationaboutatopic,text,character,theory,etc.EquityandInclusion:Ensuringawelcomingandsafeenvironmentforallstudents.MathPracticeStandards:(Kidfriendlylanguage)
Standard1:Makesenseofproblemsandpersevereinsolvingthem(Icanworktosolveproblemswithoutgivingup)Standard2:Reasonabstractlyandquantitatively.(Icanthinkaboutnumbersinmanywaysandapplymathtorealworldsituations.)Standard3:Constructviableargumentsandcritiquethereasoningofothers.(Icanexplainmythinkingandtrytounderstandothers.)Standard4:Modelwithmathematics.(Icanshowmyworkinmanyways.)Standard5:Useappropriatetoolsstrategically.(IcanusemathtoolsandtellwhyIchosethem.)Standard6:Attentiontoprecision.(Icanuseprecisemathlanguageandlabels,workcarefully,andcheckmywork.)Standard7:Lookforandmakeuseofstructure.(IcanusewhatIalreadyknowtosolvenewproblems.)Standard8:Lookforandexpressregularityinrepeatedreasoning.(Icansolveproblemsbylookingforrulesandpatterns.)
ProfessionalDevelopment(PD):Educationforteachersandotherschoolstaffregardingschoolanddistrictbasedinitiatives.Currently,PDisprovidedduringstaffmeetings,earlyreleaseanddelayedopeningdays,aswellasduringtheschooldayasneeded.ResponsiveClassroom(RC):Aphilosophyandapproachtoprovidingstudentswithself-managementskillsaswellascreatingclassroomandschool-widecommunity.Sixcharacteristics:
Empathy:theabilitytolookatasituationfromanotherpointofview.Itisthebasisofcaringrelationshipsandallowsustoconnectandunderstandthosewhomaybedifferentfromourselves.
Resilience:thecapacitytorecoverquicklyfromdifficulties;toughness.CriticalThinking&ProblemSolving:theabilitytocollect,assess,andanalyzeinformation,reasoneffectively,andreflectcriticallyon
learningexperiences,processesandsolutions.Flexibility&adaptability:theabilitytoadapttovariousresponsibilitiesandschedulesandincorporatepositiveandnegativefeedback
appropriately,particularlyinamulti-culturalenvironment
13
Creativity&innovation:theabilitytogenerate,elaborate,refine,analyzeandevaluateone’sownideasandviewfailureasanopportunitytolearn.
Communication:theabilitytoarticulatethoughtsandideaseffectivelyusingoral,writtenandnonverbalcommunicationskillsinavarietyofformsandcontextsandlisteneffectivelyformeaning,includingknowledge,values,attitudes,andintentions.
Social-EmotionalLearning(SEL):istheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplytheknowledge,attitudes,andskillsnecessarytounderstandandmanageemotions,setandachievepositivegoals,feelandshowempathyforothers,establishandmaintainpositiverelationships,andmakeresponsibledecisions.Tier1Instruction:InstructionthatallstudentsreceiveintheclassroomsometimesreferredtoascoreinstructionUnitsofStudy(UOS)/TCUOS:(TeachersCollegeUnitsofStudy)Curriculumunitsinaspecificcontentarea.LucyCalkinsistheauthorofthepopularclassroommaterialsUnitsofStudyforTeachingReadingseriesandtheUnitsofStudyforTeachingWritingseries.TheUnitsofStudyforreadingandwritingoffergrade-specificsupportforteacherstodevelopinstructionthathelpstudentsmeetandexceedtheCommonCoreStateStandards.