TisburySchoolEducationProgram

TisburySchoolMartha’sVineyardPublicSchools40WestWilliamStreetVineyardHaven,MA02568Preparedby:JohnCuster,PrincipalNovember,2019

TableofContents

TISBURYSCHOOLEDUCATIONPROGRAMSTRATEGICPLANOBJECTIVESGRADEANDSCHOOLCONFIGURATIONCLASSSIZESCHEDULINGTEACHINGMETHODOLOGYANDSTRUCTURE

GroupingPracticesTheSchoolBuildingandSchoolSettingasaClassroomCoreAcademicSubjects English/LanguageArts Mathematics Science SocialStudiesSupportPrograms SpecialEducation EnglishLanguageLearning ResponsetoInterventionUnifiedArtsSubjects Computers(EducationTechnology) Health IndustrialTechnology/Engineering Library/MediaStudies Music:InstrumentalandVocal;PerformingArts PhysicalEducation VisualArts WorldLanguage

STUDENTSERVICESGuidanceHealthServices

SCHOOLCULTUREANDSOCIALEMOTIONALLEARNINGOUTDOORSPACEPROFESSIONALLEARNINGLUNCHPROGRAMTRANSPORTATIONFUNCTIONALANDSPATIALRELATIONSHIPSANDADJACENCIESSECURITYANDSAFETY

TISBURYSCHOOLEDUCATIONPROGRAMTheTisburySchoolisasingle-schooldistrict,oneofsixschoolsintheMartha’sVineyardPublicSchoolSystem.ItserveschildreninKindergartenthroughgrade8.The Tisbury School recognizes that each student is a unique individual whose development is the responsibility of the staff, the parents, the community as a whole, and the child him/herself. It is the school’s purpose, privilege, and obligation to create an educational environment that maximizes each student's individual talents. The Tisbury School supports a school environment that emphasizes respect, tolerance, community service, personal integrity and sensitivity for diversity. This focus is apparent throughout the building, in Kindergarten through eighth grade. Academic, social, and extracurricular opportunities for Tisbury School students incorporate the message that individual excellence is recognized, while simultaneously encouraging collaboration and strengthening relationships. Classroom practices and routines reinforce this vision. TheTisburySchoolrankshighingradelevelscoresontheMassachusettsComprehensiveAssessmentSystem(MCAS).ThecontinuedsuccessofTisburySchoolstudentsistheresultofacollaborativeeffortofteachers,students,administrators,andparents.Inadditiontoitstraditionalfocusonbuildingandimprovingstudents’academicskills,theTisburySchoolalsomaintainsanemphasisoneducatingthewholechild.Accordingly,theartsareavaluableandintegralpartoftheschool’sprogram.Studentsparticipateinvocalandinstrumentalmusic,art,industrialtechnology,health,physicaleducation,andcomputers.Also,theTisburySchoolistheonlyelementaryschoolonMartha’sVineyardthatseesstudentsinKindergartenthrougheighthgradeenrolledinSpanish.ProgramsthathavebeeneliminatedorreducedinmanyotherdistrictshavebeenmaintainedintheTisburySchool,reflectingacontinuedcommitmenttoitsstudentsandeducationofthewholechild.TheSchoolCommitteeandadministrationareconsiderateofthis,andtogetherhaveensuredthattheeducationalneedsofallchildrenarethehighestprioritywhenitcomestospending.TheTisburySchoolisdedicatedtoidentifyingtheneedsofitsstudentsandworkingtoensurethoseneedsaremet.Atalentedanddevotedstaff-allhighlyqualifiedteachers-sharesacommoncommitmenttothestudents,parents,community,aswellastoeachother.

STRATEGICPLANOBJECTIVESThe teaching and learning aspirations described in theMartha’s Vineyard Public Schools(MVPS) Strategic Plan objectives will drive our building plans. The MVPS vision is topromote the development of confident, competent children who are well prepared for alifetimeoflearningandactiveparticipationinaculturallydiversedemocraticsocietyandaninterdependentglobaleconomy.TheTisburySchoolbuildingprojectshouldbedevelopedwith an understanding of how the physical structures can create and sustain anenvironmentthatmaximizesstudentlearning.Itisessentialthattheschoolbeflexible,withspaces that can be used for multiple purposes, that are accessible (physically andtechnologically), and that create an environment that promises curiosity, creativity,collaboration,andmultiplelearningopportunities.StudentNeedsIncreasetheperformanceofallstudentsinneedthroughsystemicandconsistentacademicandsocial-emotionalinterventions.EducatorGrowthBuild a system of teaching and leading that reflects research-based, effective, andcollaborativepractices.FacilitiesFacilitate repairs and renovations of school facilities and establish a systematicpreventivemaintenanceprogramineachbuilding.BudgetsLookforopportunitiestouseresourcesmoreeffectivelyandslowthegrowthofschoolbudgets.

GRADEANDSCHOOLCONFIGURATIONThe Tisbury School provides educational programs for students in Kindergarten throughgrade 8. The school district desires to add a pre-Kindergarten program in the improvedTisburySchool toaddressgrowingcommunityneeds. AsofOctober1,2019, therewere288Kindergartenthrough8thgradestudentsenrolled.(Itshouldbenotedthat20studentsunenrolledinSeptember2019followingtherelocationofclassroomsduetoconcernswithlead paint. These students had planned on attending the Tisbury School. Accordingly,anticipatedenrollmentwas308.) NopreKstudentsarecurrentlyserved,due toa lackofspaceinthecurrentfacility.TheTisburySchool’s current space limitseducationalopportunities, especially forSpecialEducation and English Language Learner programs. Students thrive in learningcommunities where teachers know them well; in communities that support a sense ofsafety,respectandtrust;incommunitiesthatareenergizingandpromotecreativity;andincommunities that support differentiated learning with the appropriate facilities. Oureducationalprogram,forpedagogicalreasons,callsforclusteringgradelevels.Thiscreatesthe necessary intimacy and scale to create caring, connected, and collaborative learningcommunitiestomeettheacademicandsocial-emotionalneedsofchildren.WevaluethepreK-8configuration,andbelievethatpre-KindergartenclassesofferbenefitsaspartofacontiguouspreK-8schoolcommunity.Therefore,theeducationprogramdesiresa pre-Kindergarten classroomallowing the school’s youngest learners to behoused in anelementaryschoolsetting.Grade levels should be clustered to allow teams of teachers toworkwith their cohort ofstudents. Amorepersonalized learning environment canbe createdwithin such clusters,whichalsopromotesastrongsenseof teachers“owning”allstudentsandhelpstoensurethat no student feels anonymous. We envision a clustering of grades that will supportteachers tocollaboratewithinspecificgradespans (PK-1,2-4,5-6,and7-8).Clustering inthese groupings will support a culture of these groups of teachers taking collectiveresponsibility forpreparing students in their grade span for theupcominggrade span. Inadditiontosupportingastrongsenseofcommunityandallowingteachers toget toknowtheir students well, clustering grade levels promotes collaboration. For this reason,proximity matters. Teachers teaching side-by-side in classrooms naturally promotes asharingofpractice.Input from teachers and administratorsmakes it clear that classroom spaces need to beadaptable to the many different structures and instructional methods used today andanticipatedinthefuture.Through programming and physical space, the school also takes into consideration theseparateanddistinctneedsof7th-8thgradestudents,whilestillallowingolderstudentsto

beleadersandrolemodelsfortheentireschoolcommunityandinteractwithandsupporttheiryoungerpeers.Themiddleschoolprogramshouldhaveaspacethatisdistinctlytheirsandthatprovidesasenseof“graduating”toadifferentpartoftheschoolcommunity.Atthesametime, itshould feel “semi-permeable” in that themiddleschoolprogramshouldnotfeelsequesteredorentirelyseparatefromtherestoftheschool.

CLASSSIZEThe Tisbury School Committee and MVPS leadership recognize that class size is animportant factor in a quality education. The School Committee and administration arecommittedtokeepingclasssizessmall,thustheplanfortwosectionsateachgradelevel.Agoalofthenewfacilityistocreateclassroomspacesandadjacenciesthatarepersonalizedlearningenvironments.Thenumberofrequiredclassroomsbasedoncurrentenrollmentisoutlinedbelow.

2SectionSchool

GradeLevel #ofClassrooms

CurrentClassSize

EnrollmentwithAvg.ClassSize

Pre-Kindergarten 1 16 16Kindergarten 2 16 32Grade1 2 12 24Grade2 2 17 34Grade3 2 16 32Grade4 2 16 32Grade5 2 12 24Grade6 2 21 42Grade7 2 17 34Grade8 2 19 38Total 19 16 308

SCHEDULINGTheavailabilityofappropriatespacestoworkwithstudentsdirectlyimpactseffectivenessandefficiencyoftheschool’smasterschedule.Tomaximizetimeonlearning,schedulesarecreated mindful of the importance of suitable spaces for classroom instruction and allprogramneeds.TheTisburySchoolhasarichprogramofUnifiedArts(UA)classes–worldlanguage,visualarts, computers, industrial technology, library/media studies, physical education, health,andmusic-thatallowsstudentstobegintodevelopmasteryintheseareaswithinseparateclasses and through the integration of these subjects with the other disciplines.Appropriatespacetoprovideahighlevelofinstructionisessential.TheEnglishLanguageLearner(ELL)programrequiresconsiderationintheschool’smasterschedule.ThesupportsystemforELLstudentsisbothpush-inandpullout,asdeterminedbythestudent’slevelofEnglishproficiency.StudentsattheenteringanddevelopingstageneedadesignatedELL“newcomer”classroom.WeanticipateneedingthreedesignatedELLclassroomsattheimprovedschool.Tooffertherequiredleast-restrictiveenvironmentforSpecialEducationstudents,separateresourceroomsareneededtohousethesefourdistinct(K-2,3-4,5-6,and7-8)programs.These supportprogramspaces shouldbe locatedwithproximity to the classroomsof thestudentstheyserve.Inaddition,theTisburySchoolneedstoprovideadditionaltypesofspacesfortheteachingand learning that is aligned to our local standards and our strategic goals, driven bystudents’needs.Theseinclude:

● Appropriatespacesformathspecialistsandliteracyspecialistsprovidinginterventionservicestostudents;4literacyandmathspecialistspacesareneededtosupportK-4and5-8students.

● Forvocalmusic,gradesK-8,studentsrequireanappropriatespace,separatefromthespacethathousestheinstrumentalmusicprogram.

● Instrumentallessonsconductedinaproperspace,andnotinaclassroom,hallwayoranalcovewheretheycandisruptotherclasses.Weanticipateclasseswillbeprovidedinstrings,band,andorchestra,withadditionalsmallgrouplessons.

● Adequateandappropriatespacesalignedwithspecificprogramneedsforphysicaleducation,computers,worldlanguage,industrialtechnology,visualart,andhealth.

● Alibrary/mediacenterthatprovidesaccesstoresourcesandtechnology.● Fullyaccessibleclassroomsallowingstudentswithphysicaldisabilitiestouseany

learningspaceinthebuilding.● Appropriateprofessionalspacesavailableforteachercollaboration.

TEACHINGMETHODOLOGYANDSTRUCTURETeachersattheTisburySchoolsupportstudentsthroughavarietyofteachingmodels:co-teaching, teamteaching, flexiblegrouping,smallgroup instruction,project-based learning,andindividualizedinstruction.Werecognizethatallstudentslearnindifferentways,rates,and timeframes. To that end, the Tisbury School is adaptable with its staffing support,instructionalmethodologies,andassessmentpractices.

GroupingPracticesGeneraleducationteachers,incollaborationwithspecialeducatorsandotherinstructionalspecialists,determineavarietyofgroupingmethodstomeettheinstructionalneedsoftheirstudents. Grouping and regrouping methods take place regularly within classrooms andacrossagradelevel.Generaleducation,specialeducation,literacyandmathspecialists,andELLteacherscollaboratetoprovidetieredinstructionintheinclusiveenvironment.Pulloutinstruction is provided for students who require it, based on their identified need forintervention. Grade level classrooms should be organized within common hallways andadjacentlocations.Closeproximityofgradelevelclassroomsandthenecessarysmallgrouplearningspacesiscriticalinordertoachievetherequisitecommunicationandcollaborationforavarietyofgroupingmethodsingradelevelteams.

TheSchoolBuildingandSchoolSettingasaClassroomRevitalizingaschool in theearly21st century,whenourcommunityandsocietyaremoreconscious than ever of the delicate balance between environmental sustainability andongoingdevelopment,providesanopportunitytohavethephysicalplantitselfplayaroleintheculture,educationalapproach,anddailylivesofstudentsandteachers.Environmentalprotectioniscriticalontheisland,andtheimprovedschoolshouldreflectthepassionthatmany residents have for preserving the environment. Tisbury’s improved elementaryschool should stand as a physical demonstration of environmental stewardship andinnovation,providingalocalcasestudyforsustainableschoolconstruction.

CoreAcademics:English/LanguageArtsThe K-8 English Language Arts program emphasizes explicit instruction in strategies ofproficientreadersandwritersaswellasmeaningfulexplorationofthecontentofLanguageArtsandliterature.TheTisburySchoolwaswellpositionedforthemovetotheCommonCoreStateStandards,through a rigorous priority learning standards identification process. This provided astrong foundation with which to meet the demands of the Massachusetts CurriculumFrameworks.LiteracyinstructioninTisburyincludes:

● InteractiveRead-AloudandLiteratureDiscussion● SharedandPerformanceReading● WritingAboutReading● Writing● Oral,Visual,andTechnologicalCommunication● Phonics,Spelling,andWordStudy● GuidedReading(small-groupreadinginstruction)

Schedules for grades 1 – 4 reflect a daily literacy block of 90-120minutes. During thisprotected instructionalblock, students receive small group reading instruction from theirclassroom teachers and may participate in a variety of language arts learning centers,allowing students to refine reading and writing skills. Students who receive targetedliteracy interventions do so outside of this time, their core instruction in literacy.Interventionsmaybeprovidedbyaliteracyspecialist,aspecialeducator,oranELLteacher.Ingrades5-8,studentshaveadaily55-minuteblockofEnglishLanguageArts instruction.Students requiring additional supports and literacy intervention receive targetedinstructionfromclassroomteachers,supportteachers,andELLteachersduringdesignated30-minuteinstructionalblockseachday.Teachersusemultipleassessmentstomeasurestudentprogress,includingrunningrecordsandobservationalnotes. In grade leveldatameetings, teachers examinewhole class andsmall group instructional implications, aswell as identify students and develop plans forindividualliteracyinterventions.Although most of the reading and writing instruction takes place within the classroomenvironment, smaller work areas are necessary to facilitate individualized instruction,includingboth1:1andsmallgroupsettingsfordiscussionsandconferencing. Inaddition,small work areas are needed to support individual and small group general educationinterventionsinreadingandwriting,insideandoutsidetheclassroom.Literacyspecialistsrequireofficespaceforplanning,coaching,directinstruction,andintervention.

CoreAcademics:MathematicsThegoalofthemathematicsprograminTisburyistomeettheneedsofalllearnerssothatthey become critical problem solvers and reflective thinkers about mathematics in ourevolving global, technological, and digital world. We also seek to stimulate interest andcuriosity in the field ofmathematics to develop students’ passion and interest in amathcareer. The mathematics program is grounded in the Common Core Standards andMassachusettsCurriculumFrameworksforMathematics.The most effective instruction for in-depth math content and deliberate attention tomathematical practices places different requirements on the physical space. Instructionvaries, in that thereareopportunities for individual learning,pairsandsmallgroups,andwhole-classinstruction.TheneedsofthephysicalspaceinK-4formatharemirroredinthemiddlegrades.Ingrades5-8, students continue this progression to geometry, algebra, probability and statistics,again focused on student learning and application. Teachers use instructional materialsfromchosencurricula,aswellasthosedevelopedbytheMathDepartmenttoalignwiththecontentandpracticestandards. Teachersutilize instructionalpracticesandmathematicalexperiencesthatareaccessibletoall,andprovideopportunitiesforallstudentstoengageinmeaningfulmathematics.ThereareopportunitiestoworkwithotherteacherstointegratethedisciplinesandhighlightSTEMproject-basedopportunities.StudentsaresupportedandchallengedinvariouswaysthroughteachercollaborationwithMath Specialists. Students who show mastery of grade level standards engage inenrichmentthattakesthemathconceptdeeperandprovidesmorelearningoftheconcept.As with other examples, this type of creative investigation requires flexible educationalspaces.Studentsalsohaveopportunitiestoengageinonlinecoursework,requiringaccesstodevicesandrobustInternetconnections.Math specialists at the Tisbury School, who provide individual and small group supportacrossallgradelevels,requireadequatespacefor:

• collaborativeplanning• coachingteachers• interventionworkwithstudents• accesstotheappropriatetechnologythatsupportsmathlearningandassessment.• accommodationofstudentsofvariousages

CoreAcademics:ScienceTisbury’s Science program is designed to actively engage students in their own learningusinghands-oninquiry,outdoorlearning,intriguingmaterials,sciencenotebooks,scientifictools,andhighqualitymedia(books,videoandonlineresources)accessibletoalllearners.The curriculum integrates science content, science and engineering practices, andcrosscutting concepts and is alignedwith thenewMassachusetts ScienceTechnologyandEngineering Curriculum Frameworks that are based on the national Next GenerationScienceStandards.Themiddleschoolscience lab(availabletogrades5-8)shouldbeanample, flexiblespacefor students towork and for the safe storage of sciencematerials and supplies. Specificneeds of a science lab are in addition to the general design and development of othercontemporary teaching spaces –wall space for visuals, projection area(s), technologicallyversatile,naturallight,flexiblefurniture,etc.In order to implement a rigorous hands-on, inquiry-based science and engineeringcurriculum,teachersrequireflexiblespacesbeyondtheclassroomthatinviteandpromotecreativity,innovation,andcollaboration.Theindustrialtechnology/engineeringclassroom(servingstudentsingrades5-8)shouldservetheseneeds.Outdoorlearningisbuiltintothescienceandengineeringcurriculum.Weenvisionusingtheoutdoorspacesoftheschoolaslearninglabs(providingfieldtripsrightoutsidetheschooldoors). Students can observe and study the natural world in areas that include outdoorseatingareassothatclassescangooutside,notonlytostudyscience,butalsoto listentostoriesanddoothergroupwork.CoreAcademics:SocialStudiesTheK-8socialstudiesdepartmentincludesunitsofstudyincivicsandgovernment,physicalandhumangeography,economics,andUSandworldhistory.Alongwithcontent,teachersdevelopstrategiesforHumanitiesstudiesthatincludeexplicitliteracyinstruction,includinghow tomakeprimary textsaccessible toall studentsanddisciplinary literacy instruction.Eachunitlessonincludesmodificationanddifferentiationsuggestions,assessmentoptions,and identificationof natural connections to other subjects to support thedevelopmentofinterdisciplinaryunits. Teachers increasingly incorporatemore technology into social studies teaching, enablingthem to access real-time data, utilize digital textbooks and atlases, and support thedevelopment of digital literacy that includes Internet research, online student learning

activities,anddiverseinstructionalstrategiestoaccommodateall learningstyles.Studentsarealsotaughtmedialiteracyskillstopreparethemtobediscerningmediaconsumersandcriticalthinkers.The social studies curriculumand instructionrequirephysical spaces similar to theothercore academic subjects – flexible, accessible, safe and secure storage, and wall space forvisuals and student work displays. To make sure 21st Century learners can engage inactivities,classroomsshouldhaveasmartteachercontrolpanelwithUSBportsthatallowfor easy document camera connections, interactive whiteboard equipment controls, andspeakers.

SupportPrograms:SpecialEducationSpecial Education services at the Tisbury School address the needs of identified learnerswithdisabilitieswhorequirespecializedinstructiontosupportaccesstothecurriculum.Awiderangeofservicesisprovidedtomeettheindividualneedsofstudents,fromacademicinterventiontorelatedservicesinareassuchasspeechtherapy,occupationaltherapy,andphysical therapy. Availability of therapeutic services for students requiring specialeducationinterventionintherealmofsocial,emotionalandadjustmentareasispresentatalllevels.Staffworkscloselywithfamiliesinensuringthatnecessaryservicesareidentifiedandprovidedtostudentsinaccordancewithapplicablemandates.InclusionisacorebeliefandpracticeattheTisburySchool.Thiseducationalmodelexpectsustomeettheneedsofallstudentsbyeducatinglearnerswithdisabilitiesalongsidetheirnon-disabled peers. The environment necessary to nurture and foster inclusion is builtupon a shared belief systembetween general and special education, and awillingness tomergethetalentsandresourcesofteachers.Aninclusiveeducationhelpspreparestudentswithdisabilitiesforanintegratedadultlifeandbuildsunderstandingandacceptancewithinthe broader community. In 2018-2019, 15% of all students in Tisbury had documenteddisabilities.Physical environment impacts learning for all students, and especially for students withdisabilities. The physical structure of the improved school building should support ourinclusiveapproach,ourcommitmenttoprovidingallstudentsanappropriateeducationinthe least restrictive environment, and our system-wide special education programs. It isimportant that every student has an authentic sense of belonging and feels safe in theirschool.Clusteringgradelevels,integratingspecialeducationclassesandspacesthroughouttheschool,andprovidingservices tostudents incloseproximity to theircohortpeersareexamples of how thedesignof the school can support the academic and social-emotionallearninggoalsforstudentswithspecialneeds.Thelocationoftheclassroomsshouldallowstaff to communicate and collaborate fluidly throughout the day on student needs andprogramming.The four dedicated special education resource rooms in the improved school shouldprovideequitableaccess tohighquality learning.Equitableaccessbeginswithbeing fullyADAcompliantandincludesequityinclassroomquality.Specialeducationclassroomsneedtobeflexibleandeasilyreconfigured,giventhatdifferentstudentsareservedinthesamespaceatdifferenttimes.Inaddition,accessibilitytoawidevarietyoftechnologyoptionsisessential.Assistive technologyplaysacriticalrole insupportingengagementand learningforstudentswithspecialneeds.Accordingly,devicesandequipmentfordifferentpurposesneedtobeavailablewithsecurestorage.

SupportPrograms:EnglishLanguageLearningOverthepastdecade,thestudentpopulationofBrazilianstudentshassteadilyrisentoover25% of the students in the Tisbury School, requiring expansion of the English LanguageLearner (ELL) program, aswell as increasedwork in translating communications. MoreBrazilianstudentsattendtheTisburySchoolthananyotherschoolontheisland.Whilethishasbroughtchallenges,ithasalsocreatedmeaningfullearningopportunitiesindiversity.TheELLprogramprovidesservicestostudentswhoseprimarylanguageisnotEnglishandwhoarenotyetproficientinEnglish.Theprogramprovidessupport,withservicesfocusedon students’ English language acquisition, literacy development, social integration, andacademicachievement.The ELL program serves students outside of the classroom and, therefore, needs its ownspaces.Likespecialeducation,housingtheELLprogramsinthegeneralvicinityofthegradelevelclustersisintentional.ELLclassroomsshouldbereflectiveofotherlearningspaces–flexible, well provisioned, and accessible, and able to be used to support small groupinstructionandcenter-basedlearning.Withnearly75ELLstudents,threeELLclassroomsarenecessaryintheschool,eachservingstudents of varying ages and language abilities. Small groups of studentsmeetwith ELLteachers several times per week both in and out of the classroom for direct Englishinstruction.SupportPrograms:ResponsetoInterventionTheTisburySchooloffers focusedacademicsupports in literacyandmath. Four full-timespecialistteachersmanagethecaseloadofstudentswhoaredeterminedtoqualifyfortheseservices followingstandardizedgrade-levelassessments. Bestpractice ineducationseeksto offer tiered support, often labeled Response to Intervention (RTI), to students to helpthem be successful. For students whose needs require additional supports, referral forspecialeducationservicesisconsidered.TheTisburySchoolhassupportspecialistteachersfor grades K-4 literacy, grades K-4math, grades 5-8 literacy, and grades 5-8math. Thespecific needs of each program require dedicated spaces, for both individual and small-groupinstruction.Tieredlevelsofinstructionprovidethegeneraleducationfoundationinallclassrooms,withhighqualityTierIinstructionprovidedtoeverystudenteveryday,TierIIsupportprovidedinside and outside of class, and Tier III interventions typically provided in a pullout orseparate classroom. If a student demonstrates academic, social-emotional, or behavioral

concernsdespitethoroughResponsetoInterventionprocedures,theteachermayreferthestudent to thebuildingChildStudyTeam(CST).TheCSTsupports teachers implementingadditional strategies. CST meetings require a professional space for confidentialcollaboration.The number of low-income families (determined by students who qualify for free- orreduced-pricelunch)whosechildrenattendtheTisburySchoolhasincreasedtoover30%.This demographic group historically performs lower on standardized tests, so the schoolhas responded to this need by bolstering resources. Remediation (RTI) programs havebeen strengthened, taught by teachers with content-specific certifications. Focusedinstruction in building and developing math, reading, and writing skills are thus beingaddressedforstudentswithidentifiedneedsinthoseareas.

UnifiedArtsSubjects:Computers(EducationTechnology)Technology and digital learning play an ever-increasing and critical role in teaching andlearning, both inside and outside of schools. Computer lessons are taught K-8, and anappropriatecomputerlabisneededtohouse24digitalworkspacesforstudents.Thisroomshould be located close to the library/media center, allowing for collaboration andflexibility.Aswell,thecomputerlaboffersopportunitiesforstaffprofessionaldevelopmentandtraining.Classroomsneedtobeflexibleanddynamicspacesthatallowforalltypesoflearningandhavereliableaccesstothedigitalresourcesavailabletoenhanceteachingandlearning, and they need to operate with an understanding of the appropriate roleoftechnologyinourschoolsandstudents’lives.Weenvisiontechnologyimprovingourabilityto:

● communicate and collaborate in our schools, our community, and the evolvingglobalsociety

● maximize learning for all students using techniques and materials that take intoaccountvaryingbackgrounds,capabilities,andlearningstyles

● ensure that all students obtain digital literacy skills that are required in the 21stcentury

● create a well-integrated, learner-centered environment focused on inquiry intoengagingproblems

● enrich and extend professional learning for all teachers and instructional leaders;and

● enable all school personnel to effectively and comfortably use technology as ateachingandadministrativetoolsothatmoreresourcesandtimecanbefocusedonteachingstudents

Thetechnologyineachroomshouldbedependentontheeducationalgoalsandfunctionaldemandsofthespace.Theimprovedschoolfacilitywillsupportavarietyofimprovementsin the school’s technology, for example, but not limited to: a more robust and reliablewireless network to supportmultiple devices per user; multiple and strategically placedelectrical outlets and drops for easy access, relocation and setup; sufficient space fortechnology closets; and well provisioned classrooms that redefine the current standard.Teachersshouldhaveaccesstocontrolandutilizemuchofthistechnologythroughasmartteacher control panel with USB ports that allow for easy document camera connections,interactivewhiteboardequipment controls, and speakers. With this as the standard, it isunderstoodthattherewillbesomelearningspacesthathavemoretechnologyintheroom,andotherspossiblyless.

UnifiedArtsSubjects:HealthTheTisburySchoolusestheMichiganModelforHealthcurriculumforstudentsingradesK-8.Thecomprehensiveprogramincludesunitson:

• Socialandemotionalhealth• Nutritionandphysicalactivity• Safety• Alcohol,tobacco,andotherdrugs• Personalhealthandwellness

Thehealthclassroomneedstobeaspacethatcomfortablyaccommodatesstudentsages5-14. UnifiedArtsSubjects:IndustrialTechnology/EngineeringIn order to implement a rigorous hands-on, inquiry-based science and engineeringcurriculum,teachersrequireflexiblespacesbeyondtheclassroomthatinviteandpromotecreativity,innovation,andcollaboration.Theindustrialtechnology/engineeringclassroom(servingstudentsingrades5-8)shouldservetheseneeds.This classroom should be outfitted with appropriate tools and resources to supportinstructionandpracticewithwoodworking,design,analysis,building,andproblem-solving.Learningactivitiesandobjectivesinclude:

• measurement• simplemachines• construction(bridges)• transportation• production• manufacturing

UnifiedArtsSubjects:Library/MediaStudiesTheTisburySchoolLibraryMediaCenter(LMC)isanintegralpartofthelearningandschoolcommunityattheTisburySchool.Currently,theLibraryMediaCenterisusedfor:

• scheduledclassestaughtbytheschoollibrarian• classesthatareacollaborationbetweentheclassroomteacherandschoollibrarian• smallgroupwork• individualstudentaccess• studentpresentations

• specialevents• ProfessionalDevelopmentspace• studentruntelevisionprogram• communitymeetings

ThecurrentLibraryMediaCenterhas:

• morethan15,000booksandotherresourcesforstudents,teachers,andparents• tablesandareasforsmallgroupstoworkand/orread• anareaforoneclasstomeetwhileotherstudentsusetheLibraryMediaCenter• desktopcomputers(enoughforanentireclass)pluslaptopsforlargerclassesand

individualuse• spacesforquietandcollaborativework• presentationandotheraudio/visualtoolsthatcanbeusedbyteachersandstudents• alibrarycurriculumcenteredonteachinginformation/medialiteracyskills(howto

locate,access,andevaluateinformation)Havingmovedwellbeyondbeingarepositoryforbooksalone,theLibraryMediaCenterisaplaceoflearningthatprovidesaccesstoresourcesandtechnology,aswellasaplacewheredirectinstructionhappens.AneffectiveLibraryMediaCenterprovidesahighqualitycollectionofresourcesandprofessionalsupportforstudentsandteachersforexploration,discovery,andinnovation.Anupdatedandimprovedfacilitywouldallowforthegrowthoftheschool’scollection,aswellasprovideastrong,flexiblelearningspacethatallowsforenhancedstudentlearning.UnifiedArtsSubjects:Music(InstrumentalandVocal;PerformingArts)TheTisburySchoolisproudtocontinueatraditionofastrongperformingartsdepartment.The school has vocal music instruction for all students across all grades. In grade 2,studentshavetheopportunitytobeginparticipationinastringsprogram.Ingradefour,allstudentsareinvitedtobeginthestudyofabandinstrument.Theschoolhostsavarietyofmusicconcerts(choralandinstrumental)throughouttheschoolyear.Additionally,studentsingrades4–8areinvolvedinmusicaltheater.An improvedbuildingwillhaveapositive impacton theperformingartsdepartment. Animproved stage will provide a more appropriate, appealing, and comfortable venue forstudentperformancesandaudiences,andalsobetterservecommunityuse.

UnifiedArtsSubjects:PhysicalEducationThe physical education department provides standards-based instruction to all studentsacross grades K-8. The curriculum is presented in accordance with the MassachusettsFrameworks and the National Standards for Quality Physical Education. The curriculumfollows a developmental sequence from body management competence, to fundamentalskills,tospecializedskills,whilesimultaneouslyaddressingphysicalfitnessandsocialskills.The physical education facilities require ample and appropriate storage space for largephysical education equipment and supplies that can be easily accessed and set up.Additionally, bleacher seating that can accommodate spectators is necessary, as athleticevents (basketball, volleyball, floor hockey) are held as part of the junior high sportsprogram.Theschoolgymnasiumservesasacommunityspaceforeventssuchasconcerts,plays,TownMeeting,etc. For this reasonaswellas theeducationneeds, thegymnasiumshouldsafelyandcomfortablyaccommodateallusers.UnifiedArtsSubjects:VisualArtsTheTisburySchoolhasavibrantvisualartsprogramservingK-8students.Ideallylocatedadjacenttoanoutdoorspace,theartroomhousessuppliesandequipmentnecessaryforvariedinstructionmethods.Akilnisusedregularly,requiringthepresenceofanappropriatesaferoomandstoragespace.Inart,studentsdevelopobservationalskills,inquiry,creativity,andcraftsmanshipthroughillustration,painting,pottery,ceramics,anddesignandproductionwithwood,leather,andotherassortedmaterials.Studentsmakeprojectsandproduceartworktodecorateanddisplayaroundtheschool.Presentationofstudentartworkisessentialforbuildingasenseofprideandownership,celebratingcreativity,andprovidingapublicaudience.Theartclassroomneedstobeaspacethatcomfortablyaccommodatesstudentsages5-14.UnifiedArtsSubjects:WorldLanguageThe K-8 Spanish program focuses on acquisition of basic listening, speaking, andwritingskillsinthetargetlanguage.Songs,games,books,videos,andprojectsareusedtoteachandreinforcetheseskillsalongwithfamiliarroutines.Theprogramslinks21stcenturyskillsforstudents. There is a focus on cross-disciplinary themes, creative and collaborativeexperiences, utilization of technology, and global awareness. Students are givenopportunities to explore and understand the diverse cultures that speak the Spanishlanguagethroughouttheworld.

K-8Spanishinstructiontakesplaceinitsowndedicatedclassroom,andthereforeisdirectlyimpacted by the distribution of classrooms throughout the building, as all studentsmusttravel to this space. Thus, its locationneeds tobe thoughtfullyconsidered,and ideallyascentral as possible. Aswell, the Spanish classroomneeds to be a space that comfortablyaccommodatesstudentsages5-14.With a solid foundation in oracy, students arewell prepared tomove into literacy-basedlanguage instruction in later grades,when students continue to focus on oral proficiencywhilealsodevelopingskillsintheinterpretiveandpresentationalmodesofcommunication.

STUDENTSERVICESIn addition to the special education services our educators provide, specialists includingschool psychologists, social workers, speech and language pathologists, occupationaltherapists, and physical therapists provide other essential services and support. Inmostcases,thesepositionsaresharedamongmorethanoneschool,buttogethertheyrepresenta team-based approach to supporting students and families at the elementary level. Inorder to provide coordinated services and promote collaboration among theseprofessionals, the Tisbury School should include two separate dedicated spaces for theseservices. The occupational therapy and physical therapy space should include necessaryequipment to serve students’needs. As such, it couldbe locatednear thegymnasium, assomeequipmentcouldbesharedwiththephysicaleducationdepartment.

GuidanceWithtwofull-timeguidancecounselors,theTisburySchoolrequirestwoseparatededicatedspacestoserveK-4and5-8.TheK-4guidanceofficeshouldideallybelocatedclosetoboththenurse. It needs toprovide adequate space to host 4-6 individuals, considering that acommonpracticeisforthecounselortoconductsmallgroup,sociallearningopportunities,includinglunchgroupswithstudents.Neighboringthisshouldbeasmallconferenceroomtoserveasaspace forstudentswhorequireasafe,confidentialsetting tomeetwithstaffand/or parents. The 5-8 guidance office should be located near 5th through 8th gradeclassrooms.Itshouldalsoprovideamplespacetocomfortablyaccommodate4-6studentsforlunchgroups.

HealthServicesThe Health Services space houses the nurse and allows students to be checked, receiveservices,orwaitcomfortablyforaparent,guardianorfamilymembertopickthemup.TheHealthServicespacerequiresanentryorreceptionareawherestudentscanawaitservices,two examination/treatment areas that include beds and space for private meetings andconfidentialconsultations. Thereshouldbelockedstorage,asink,andarefrigerationunitinthenurse’soffice.AlsointhissuiteshouldbeaseparateADA-compliantrestroom.Thespaceshouldbelocatedclosetothegeneral/mainschooloffice.

SCHOOLCULTUREANDSOCIALEMOTIONALLEARNINGItisthemissionoftheMartha’sVineyardPublicSchoolsandtheTisburySchooltopreparestudents for a successful transition from early childhood to adulthood. Students willdevelop critical minds, compassionate hearts, healthy habits, and confidence througheducational experiences filledwithhigh-quality instructionandmeaningfulopportunities.Ourstudentswillbeengagedcitizensandgoodstewardsoftheircommunities.Totrulylivethis mission, it is essential that our school is safe, welcoming, respectful and nurturing.Suchacultureiscreatedwheneveryoneintheschoolisalignedtorequisitebeliefs,values,andbehaviors.Childrenneedtolearnthesebeliefs,valuesandbehaviors,andadultsneedtomodel,guide,andexplicitly teachthemtochildrenusing intentionalstrategies inordertoestablishacultureconducivetolearning.The physical structure and spaces need to support and reinforce the school’s culture.ElementsofResponsiveClassroomrepresentthesocialemotionalcurriculuminTisbury.Overall, to support a positive, collaborative, and welcoming culture, the school shouldprovide gathering spaces to promote social interaction and engagement among studentsandadults.TheTisburySchool facilitatesandencouragesconnectionsamonggrade levelsand across the disciplines, and shows evidence of collaboration, respect, and highexpectationswith student work prominently displayed throughout the school. All of thissupportsthesocialemotionallearningofstudents.

OUTDOORSPACEThe use of outdoor spaces for physical education, athletics, recess, and curriculum-basedlearningisanintegralpartofthelearningatTisbury’simprovedpreK-8elementaryschool.Dedicatedandageappropriateplaygroundspaceisneededforallgrades.SpaceforgradesK-4 and 5-8 play areas can be integrated as long as it contains a variety of spaces andstructuresappropriateforthebroaddevelopmentalandrecreationalneedsofthisagespan.Asoccerfieldandbasketballcourtshouldbeincludedinplaygrounddesign.Aschoolgarden,maintainedby IslandGrownSchoolsstaffandGardenClubstudentsandintegrated across the K-8 science curriculum, should be easily accessible from an exit inclose proximity to classroom clusters to ease access during class periods for a variety ofgradelevels.

PROFESSIONALLEARNINGTheimprovedschool’sphysicalspacessupportacontinuedcultureofprofessionallearningcharacterized by: shared norms and values; a focus on student learning; makingprofessionalpracticemorevisible;collaboration;and, inquiry,reflection,andanalysis.Wehavemovedpastthemindsetofaclassroomteacheronlybeingresponsibleforthegeneraleducationstudentsinhisorherclassroomtowardateamapproachthatbetterbalancestheessential community of a classroomwith the collective responsibility of a team of adultsensuring every student succeeds. As designers of learning, teachers will spend timeplanningwithcolleaguestocreatethebestlearningexperienceforallstudents.

LUNCHPROGRAMThe mission of the Tisbury School lunch program is to provide healthy, nutritious,affordablemealstothestudentsandstaff.Breakfastandlunchareserveddaily,andhealthysnacks are available to students throughout the day. As part of the National SchoolBreakfast and Lunch Program, we follow guidelines set by the USDA regulating healthyschoolbreakfastandlunchprograms.ThiseffortisinpartnershipwiththeTisburySchoolWellness Committee and Island Grown Schools, groups committed to providing locallysourced foods in our school cafeteria. Adequate freezer space is necessary for storage oflocal vegetables and fish, which are gleaned, harvested, and purchased “in season,” thenfrozentobeusedlater.Anappropriatelysizedcafeteriawillensure thatstudentsarecomfortablyaccommodatedandlunchcanbothstartandendatappropriatetimes. Aswell, thereshouldbeseparateareasforstorage,preparationandcooking,andservingoffood.

TRANSPORTATIONThe Tisbury School provides bus transportation for K-8 students residingmore than 1.1walkingmiles from the school. These students are transported at district expense. Twobusses accommodate the current transportation needs of students. Appropriate SpecialEducationtransportationservicesareseparatefromregularbustransportation.Forstudentswhowalktoschool,routesarestaffedwithatotalof fivecrossingguards, invarious locations. While the school communitydesiresencouraging increasedbikingandwalking to school, safety concerns with neighborhood roads and traffic flow make thisprohibitive.Themajorityofstudentsaredriventoschoolbyparentsdaily.Thisisthemostcommonmethodoftransportationusedbyfamilies.Parkingforstaff,parents,andvisitorsisnotcurrentlyadequate.

FUNCTIONALANDSPATIALRELATIONSHIPSANDADJACENCIESFunctionalandspatialrelationshipsandadjacenciesarekeytothesuccessfuldesignoftheimproved facility. These relationships between classrooms and programs in the schooldefine the programmatic, functional, spatial, and environmental requirements of theeducational facility and become the basis for the design. The Tisbury School relies uponadjacencies for communication, collaboration, flexible grouping, and teaming. Providinglearningareasbothinandoutsideclassroomsforsmallgroupworkandindividualtutorialspacesiscriticalinaschoolwithanemphasisoninclusivepractices.Community is a core value among students, staff andparents. TheTisbury School shouldcontinuetobeawarmandinvitingplaceforchildren,staffandfamilies.Apriorityforthestudents, staff, and community is to retain the “K-8” feel in the schooldesign.The schoolrequiresawelcomingmainofficethatcanaccommodatealargemorninginfluxofstudents,aswellasactivedismissalprocedures.Thestudents, faculty,andparentcommunityvalueandrequireaspacefortheentireschooltogather,bothasacommonspacetogatherandcelebrate learning and as an area to spotlight the arts through assemblies andperformances.The Tisbury School is a community that practices and values inclusive partnerships andmutualsupportinallaspectsoftheschoolcommunity.Thisistheoverallspiritoftheschoolthatshoulddrivethedesignoftheimprovedfacility.

SECURITYANDSAFETYTheimprovedschoolfacilitywillensurethesafedropoffofstudents,withsafesecondaryaccessforemergencyneeds.TheTisburySchoolrequires:

● AccessControlutilizingasecurityaccessdevicebyauthorizedstaff● VisualSecurityofentrancesutilizingavideomonitoring/recordingsystemthatwill

bemonitoredatthemainofficebyadministrationandtheSchoolResourceOfficer● Safestaffparking● Safevisitorparking● Safepathways forpedestrians andbicyclists coming fromvarieddirections to the

school● Safebusaccesssystemsthatdonotinterferewithdropoffandpickuptraffic● Safe recess grounds and play fields that can be properly supervised by staff and

protectedfromvehiculartraffic● Visualmonitoringofthedrivewayandparkinglots● Safeaccessforkitchen,facility,andshipping/receivingseparatefromschooltraffic

atthemainentrance● Safeandappropriateaccesstotheperimeterofthebuildingandplayfields● Appropriate,reliabletechnologytosupportsafetyandsecurityneeds