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.

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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.

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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.

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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)

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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.

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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.

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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

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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

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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

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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

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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)

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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.

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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

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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.