PS Professional Handbook 22-23

Primary School
Professional
Handbook
2022-23


2 | Primary School - Professional Handbook 2022-23


“No one can whistle a symphony.
It takes a whole orchestra to play it.” -HE Luccock
This ANS Professional Handbook for Primary School is a companion to:
ANS Faculty Handbook
Plans for Full-time, On-campus Learning in 2022-2023
Primary School Parent and Student Handbook
Please review all documents.
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Dear Teachers and Paraprofessionals,
We open the 2022 - 2023 school year with the theme of “Song” in the spirit of teamwork to make the magic happen in our school where children thrive in lively classrooms where writing is valued, reading books is cherished and solving complex problems is embraced.
As a young girl, I often slid into the church pew
on Sunday morning without looking around
at who was there because I wanted to hear my grandmother’s voice before I saw her. I loved her beautiful voice; whether in church or working in the garden, her song filled the space with a magical feeling of joy.
Our work together this year is inspired by the quote:
“No one can whistle a symphony. It takes a whole orchestra to play it.” -HE Luccock
Each of us plays an essential role in our symphony at ANS, our collective work to lift our level of instruction to create spaces where our students fulfill their full leadership potential and achieve academic excellence. In our second year of full implementation of Pathways, Units of Study, Guided Reading, Bridges in Mathematics, and
Big Questions Day; we can envision our voices coming together for a year of growing, thinking, and problem-solving. We better understand the technique built into each lesson so we can bring out the best in our own craft and in our students’ voices.
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This year, our beliefs about teaching and learning guide us in doing right by our students and future leaders:
We believe that relationships are essential to teaching and learning. Teachers and students can best develop relationships when they have many opportunities to talk and share their learning. The small-group and individual learning opportunities and relationships with their teacher become the core for providing consistency and purpose.
Children seek to have agency in their learning. When children have a chance to make choices about their learning goals and decide what to learn, they feel greater ownership of their learning which tends to create deeper and more powerful learning.
Technology is a valuable tool for learning, but it should not be the focus. The learning process is an intensely personal experience that seeks real and meaningful connections with others in the community to make the learning relevant.
Primary-age children especially need the opportunity to talk with classmates and teachers about their learning. They need real learning experiences such as building a model, drawing out examples, writing on paper, and exploring phenomena.
We value that student-centered learning should be hands-on, creative, and interactive.
We believe that a student’s academic achievement level is malleable. We are the experts the children look to in their work to grow and achieve excellence.
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Our strategic priorities that guide us in our work for this year are:
1. Plan and implement effective guided reading lessons
2. Plan and implement effective mini-lessons
3. Plan and implement high-quality math instruction
Pathways
1. Plan and implement high-quality methods for observing each child’s growth, development, and learning to inform our powerful interactions and help our youngest learners achieve challenging learning goals.
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Table of Content
I. Professional Learning Community............................................................................................................... 9 A. Professional Learning Community Meetings - PLC
B. Grade-Level Leads - GLL s
C. Subject-area Leads
II.
III.
IV.
V.
VI.
VII. VIII. IX.
X.
XI.
XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. XXVII. XXVIII. XXIX.
D. Instructional Coaches
E.
Community of Practice Leads
Community of Practice for teaching and learning............................................................................12
A. Lesson Plans B. Literacy
C. Mathematics D. Science
E. Social Studies
F. Physical Education G. Tiger Traits
H. Wellness
I.
Community Value Pathways........................................................................................................................................................................27 ANS Growth & Evaluation Framework .....................................................................................................29 ANS Primary School Strategic Priorities ..................................................................................................38 Strong Start .................................................................................................................................................................45 Big Questions Day.................................................................................................................................................. 46 Common Assessments....................................................................................................................................... 55 Home Communication Plan .......................................................................................................................... 57 Student Goal-Setting and Student-Led Conferences................................................................... 58 Extracurricular Program - PEP....................................................................................................................... 61 Attendance - Teachers, Staff, and Students......................................................................................... 62 Student Arrival and Dismissal....................................................................................................................... 64 Teacher and Class Assignments.................................................................................................................. 65 Private Tutoring....................................................................................................................................................... 66 Inclusive Community........................................................................................................................................... 67 Reading Intervention Program ................................................................................................................... 69 Language: Immersion and ELL/SLL Services..................................................................................... 70 Gifted Education .................................................................................................................................................. 72 Orderly and Supportive Environment..................................................................................................... 73 Community of Practice for Classroom Management and Student Behavior ............ 76 Professional Culture ............................................................................................................................................ 86 Learning Environment ...................................................................................................................................... 88 Health Clinic .............................................................................................................................................................. 91 Working with Outside Service Providers for Student Support ............................................. 93 Schedules .................................................................................................................................................................. 96 Primary School Grading and Reporting Practices ........................................................................ 97 Distance Learning Platform - DLP .......................................................................................................... 101 Calendar for Meetings - 2021 - 2022 ....................................................................................................... 101
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• •
• • • •
• •
• •
•
•
•
•
• •
• • •
•
2022-2023 Community of Practice - Shared Drive
AERO Standards: Literacy, Mathematics, Social Studies, Science, SEL
• Mathematical Practices for Students • Next Generation Science Standards • Outside providers template -
administrator use for outside referrals • Parent-Teacher Conference Meeting -
Alphabetical List of Links to Resources
ANS Electronic Behavior Referral Form
ANS Emergency Preparedness here
ANS Faculty Handbook
ANS Primary School Parent and Student Handbook.
ANS Website
BAS reading assessment, Guidelines, BAS Instructional Level Chart
Big Questions Day - Calendar
Books - Database for Multiple Copies of Books for Book Clubs
Bridges in Mathematics, Bridges Digital Resources
C3 Teachers Home Page - Social Studies C3 Inquiry Units
Community of Learners website - here (Growth & Evaluation Plan)
Community of Practice for Classroom Management and Student Behavior
DLP document
Fountas and Pinnell Phonics, Spelling and Word Study, Systems of Strategic Action GLL, Subject area Leads - here
Growth and Evaluation website - here Guided Reading lesson plan template - here, Video for Guided Reading instruction - here, Nearpod - Guided Reading Checkout System, Access leveled books for your students - guided reading checkout system, article on more information on Guided Reading Groups Language Fidelity (required viewing for all teachers and paraprofessionals, Language Fidelity Practices, Language Modeling,
• Pathways - Panel Discussion, Powerful Interactions, Interacciones Poderosas
• PEP Form to submit a course proposal • PLC norms, PLC questions
• Phonics - Units of Study for Phonics
• Primary School Campus Map - here
• Private tutoring approval and log
• Reading Workshop - Units of Study for
Reading
• Report Card Site - Primary School
submission
• Response to Intervention / Multi-Tiered
Systems of Support
• Rights and Responsibilities
• STAR classroom
• Super Power Meetings
• Taking Action
• Tiger Traits for PS, Tiger Traits Progression • Tiger Way Plan
• Writing Workshop - Units of Study for
Writing
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Professional Learning Community
Our Professional Learning Community is founded on shared leadership principles that are built on the following four environmental conditions for success:
• Mission-Driven
• School knows and lives its mission.
• Student-centered
• Goal is to improve the learning experience for students.
• Predictable & Supportive
• Community of Practice model defines what teaching excellence looks like at ANS.
• Growth-focused
• Puts teachers in the driver seat to own their growth as a professional.
Professional Learning Community Meetings - PLC
PLC meetings are the “heart and soul”
of our teaching community, driving the passionate and intentional conversations about teaching and learning at ANS. Our PLC meetings are focused on lifting our level of instruction and implementing our Community of Practice.
We utilize PLC norms and PLC questions for guiding the dialogue about student learning. The purpose of the PLC meeting is to discuss teaching and learning, not logistics or individual students.
The PLC planning document in the shared drive will guide preparing an agenda to assure that the time is productive and fulfills the promise of our commitment to consistency and lifting our level of instruction.
PLC meeting agendas and notes are posted on the shared folder for each team to be viewed by all team members and administration. The schedule for 2022- 2023 PLC meetings are:
Pathways
Tuesday, Thursday - 12:45 - 2:45 Includes: Classroom teachers, Spanish Lead, Paraprofessionals
Grade-level teams (Kindergarten - 5th grade)
Big Questions Day - see schedule for dates. Includes Classroom teachers, Spanish Lead, Inclusion Lead
Language Team
Kindergarten Big Questions Day - 1:30 - 2:45 - see schedule for dates
Specials Team
Every 7th day - PLC Meeting - see schedule for dates.
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PLC meetings are the heart and soul of our Community of Practice, and all teachers and staff are expected to attend. Personal days or appointments are not to be scheduled on PLC meeting days.
Except for posted Student-Led Conference Days, parent meetings are not to be scheduled on PLC days (with the exception of the Inclusion time in the PLC schedule). Parent meetings can be scheduled during Spanish Literacy or PE time during the week. Teachers are expected to schedule their own meetings through zoom appointments and Google calendar.
Grade-Level Leads - GLL s
GLL is a leadership role in ensuring that we deliver the mission with excellence.
A full job description is found here.
and posted.
• Coordinate with team to assure
that the Home Base site is updated weekly.
Subject-area Leads
Each member of the team takes a Subject Area Lead role in:
Literacy: Reading, Writing, Speaking, Listening, Vocabulary, Phonics or Word Work
Mathematics: Bridges, Number Corner, Vocabulary
Content: Social Studies, Science, Social- Emotional Skills (2-15 min week during content), Vocabulary
Spanish: Reading, Writing, Listening, Speaking, Vocabulary, Phonics, Word Work
Inclusion: Differentiation (This is the Inclusion Lead teacher)
The Subject Area Lead is prepared to plan and lead the PLC rehearsal for instruction each week for their subject area.
It is unnecessary to summarize the session for Bridges and Units of Study for Reading, Writing, and Phonics. Each teacher will be responsible for reading and studying the complete lesson. The Scope and Sequence will be used to guide the team as to where you are in teaching the unit.
•
•
• • • •
Actively participate in the weekly GLL Meetings with the principal
on Tuesdays from 2:45 - 3:30, time
to be discussed as a team. During the 2022-2023 school year, the GLL meetings will be held in person. Assure that each member of the team has planned for the PLC meetings for your team, as defined in our Community of Practice model. The PLC plan is to be completed 24 hours before the scheduled meeting. The GLL is in charge of planning the team building and reflection.
Serve as a link to administration
to support leadership and positive school culture.
Coordinates communication with parents about student learning and grade-level events.
Coordinates planning and participation for grade-level tasks, events, and responsibilities. Coordinate with team to assure that weekly learning letter is complete
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Instructional Coaches
Instructional Coaches partner with teachers to help improve teaching and learning, so their students become more successful.
• Help teachers analyze their current teaching reality
• Set goals to achieve the Community of Practice expectations fully
• Study, rehearse and get feedback on teaching strategies to meet these goals
This school year, there will be an Instructional Coach for Literacy, Math, Science, and Technology Integration. Instructional Coaches partner with individual teachers and grade levels to lift instruction by providing resources and consistent feedback based on data.
What is Instructional Coaching at ANS?
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Community of Practice for teaching and learning
Scope and sequence
Consistency across all classrooms in each grade level is essential. The Scope and Sequence for 2022-2023 document is the primary guide for knowing where your class is in the learning process and which lesson and assessments to review for teaching and learning.
For Bridges and Units of Study, each classroom teacher will review the lesson
in its entirety in the Units of Study books
or the Bridges modules. Lessons are
not to be summarized nor are they to be communicated in google slides. These lessons are designed to be delivered through teacher-student gatherings where anchor charts are created together with students, books are read with students gathered closely and problems are constructed in person with models and manipulatives.
• Units of Study for Writing, Reading, and Phonics
• Bridges in Mathematics and Number Corner
In Content:
• Social Studies - C3 design for
inquiry-based learning (Ms. Meyer
will support)
• Science - 3D design using NGSS
standards (Mr. Kittles will guide this
work)
• SEL - Casel standards with targeted
skill focus (Ms. Ximena will guide this work)
In Content, the lessons should be brief as the focus is really on the students as active thinkers and inquirers in the learning process. These elements should form the basis of the lesson plans for Content:
• Learning Target - What should the students be able to reflect on at the end of the lesson?
• Formative/Summative Assessment - How will the teacher gather evidence about student learning throughout the lesson?
• Teaching and Learning Activities - What will the teacher and students be doing to achieve the learning target?
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Literacy
We are readers and writers! Our literacy program is designed to get students thinking, talking, reading, and writing about text in a way that supports learning and fosters a love of reading and writing. We integrate the best practices of literacy instruction with the use of the following curricular approaches.
Balanced Literacy values that students have ownership of their learning with engaging, balanced literacy instruction. On a typical day, each class has an English Literacy Block and a Spanish Literacy Block for the purpose of reading and writing instruction. In the Balanced Literacy Model, Reading Instruction includes Mini-Lessons, Shared Reading, Read Alouds, Guided Reading, Shared Writing, Conferring, Independent Writing, and Independent Reading time.
In our academic bi-literacy model, English Literacy and Spanish Literacy are coordinated so that teachers are talking about how we grow as readers and writers in the same way; however, instruction is never repeated in the alternate language. If English Literacy starts with a Unit of Study for Reading, then Spanish Literacy will start with a Unit of Study for Writing. Once the units have been taught, each language changes instruction focus to the next unit.
The Unit of Study that is being taught is the focus of the Mini-Lessons being taught and modeled. However, both languages will continue to provide both reading and writing workshops. Guided Reading, Book Clubs, and Writing Conferences are always taking place as part of the literacy experiences.
For example:
Reading
Beginning of Year (BOY)
Middle of Year (MOY) End of Year (EOY)
English Literacy Spanish Literacy
Writing
- Reinforce skills and strategies from previous UoS - Writing Conferences
Reading
Writing
Trimester Part A
(Workshops)
- Teach UoS for Reading.
- Guided Reading - Book Clubs
- Reinforce skills and strategies from previous UoS - Guided Reading - Book Clubs
- Teach UoS Unit for Writing
- Wrting Conferences
Trimester Part B
(Workshops)
- Reinforce skills and strategies from previous UoS - Guided Reading - Book Clubs
- Teach UoS Unit for Writing
- Writing Conferences
- Teach Unit of Study for Reading - Guided Reading - Book Clubs
- Reinforce skills and strategies from previous UoS - Writing Conferences
BAS Early Literacy
BAS Early Literacy
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AUG
DEC NOV
MAY MAY MAY
WDA
WDA
BAS Early WDA Literacy
Kinder
AUG


Reading
Explicit instruction of foundational skills ensures mastery of essential reading and decoding skills. In whole group instruction, teachers teach and model fluency and comprehension strategies that good readers use through a mini lesson. Using the workshop model, students spend most of the class engaging in purposeful and accountable reading during the workshop time where readers and writers are busy reading and writing.
Phonological Awareness
Phonics
The phonics program taps into kids’ skills and energy for tackling the fabulous challenge of learning to read and write. Children learn phonics concepts and strategies to keep pace with students’ reading and writing and help them understand when, how, and why they can use phonics to read and write. Our phonics program builds these skills:
• Concepts About Print
• Phonological Awareness
• Phonemic Awareness - Letter/Sound
Knowledge
• Word Knowledge/Word Solving
• Phonics
• High-Frequency Words - Snap
words
Fluency
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural as if they are speaking.
Fluency is essential because it provides
a bridge between word recognition
and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus on what the text means. They can make connections between the ideas in the
text and their background knowledge.
In other words, fluent readers recognize words and comprehend them at the same time. However, less fluent readers must focus their attention on figuring out the words, leaving them little attention to understanding the text.
Phonological awareness is the understanding that the sounds of spoken language work together to make words, and it is a precursor to understanding phonics. Before children learn to read and write print, they need to become aware that spoken language is made of up parts. Sentences are made up of individual words. Individual words are made up of syllables, Syllables are made up of phonemes.
Phonemic Awareness
Phonemes are the smallest parts of sound in a spoken word that make a difference in the word’s meaning. For example, changing the first phoneme in the word hat from /h/ to /p/ changes the word from hat to pat and changes the meaning.
(A letter between slash marks shows
the phoneme, or sound, that the letter represents and not the name of the letter. For example, the letter h represents the sound /h/.)
Phonemes may be made up of several letters. For example the /sh/ sound in ‘ship’ is a single sound that is made up of two letters (digraph). Another example, the
/ō/ sound in ‘coat’ is a single sound that is made up of two letters - oa (vowel team). Another example, the /ar/ sound in ‘star’
is a single sound that is made up of two letters - ar (r-controlled vowel).
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Text Comprehension
Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not reading. As they read, good readers are both purposeful and active.
Good readers also think actively as they read. They use their experiences and knowledge of the world, vocabulary, language structure, and reading strategies to make sense of the text and know how to get the most out of it. They know when they have problems with understanding and how to resolve these problems as they occur.
Guided Reading
Each English Literacy teacher and Spanish Literacy teacher will plan personalized Guided Reading lessons for each student.
A video overview of the expectations for Guided Reading is here.
• Lesson plan template for Level A - N - here
• Guided Reading lesson exemplar - pg. 1 and 2
• Guided Reading lesson plan is designed with the text: Mister Mole’s Stove
The components of the Guided Reading Lesson include
• Data wall power goals
• Knowledge of phonological
awareness continuum and phonics
continuum
• Knowledge of the work to move
readers up levels
• Personalized planning for your
readers and the text you choose.
Things to consider when it’s the right time to transition from guided reading to book clubs:
• The reader is reading independently at or above level O.
• The reader has mastered his/her ability to decode and comprehend text with 95 percent of accuracy or more.
• The reader has mastered the phonological awareness and phonics continuum and has multiple skills to tackle a new word.
• The reader can engage in conversations about text with others using the text complexity cards as a guide independently.
• The reader does not require coaching or feedback as he reads because he can monitor his/her own comprehension.
The Guided Reading Bookroom in G5 is
set up to provide teachers with access to leveled book sets for their guided reading groups. Please see the nearpod with instructions about the Guided Reading Checkout System and guided reading checkout system, which is essential to keep track of the books.
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Book Clubs
When book clubs (Levels >O) meet, the conversations are usually open-ended and student-directed. Often, book club routines involve a few steps or stages:
• Based on the work students are doing in the Reading unit, students decide what they will talk about, how much they plan to read, or what strategy they will practice. They make a plan for the work they’ll do, drawing on all the strategies they’ve been introduced to through minilessons, small group work, and conferring.
• Students carry out their work independently, with coaching, reminders, and suggestions from the teacher.
Teachers play an essential role in effective book clubs:
• Teach students how to facilitate and self-reflect on effective book clubs, providing guidance based on the instruction and learning progressions of the current unit of study for reading.
• Participate at least once a week to observe and give feedback.
• “Listen-in” to individual students read aloud every 3 weeks to
give feedback on fluency and comprehension, capturing a running record for fluency and taking notes on comprehension.
Writing
The writing process is taught through modeling writing in whole group lessons, collaborative writing in small groups or pairs, and independent writing. Teachers have opportunities for writing conferences with students to provide powerful feedback. Using the workshop model, students spend most of the class engaging in purposeful and accountable writing.
• Often, students pause to self-assess how their reading is going, and how their book club conversations are going. This self-assessment leads to reflection and setting new goals as readers and book club members.
When students have the opportunity
to come together in clubs to discuss books, reading workshop transforms into something much more than a time to read silently. Students learn:
• to think ahead about book club and come prepared for a great conversation.
• to practice speaking and listening skills in a meaningful context.
• to give each other helpful feedback, peer to peer.
• to elaborate on or revise their ideas and engage in healthy debate.
• to empathize with other club members.
• to self-assess, reflect, and set new goals for themselves as book club members.
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Writing Conferences
This is a great time for writers to share what they have been writing and for the teacher to partner with them in their writing work. “Tell me what you are working on as a writer.” Find a part of your writing that shows me how you are working on that.”
Writers benefit from taking a look at
an exemplar and analyzing the writing elements, sharing their writing and giving each other feedback, or trying out a new writing technique as a group.
• Research ( what are you working on...)
• Compliment ( I love that you...)
• Teach ( Can I teach something
about...)
By the end of the small group time, the teacher has built interest and joy, giving the readers and writers a sense of purpose for their reading and writing work for the next few days.
Vocabulary
Vocabulary plays an essential part in learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print. Vocabulary is very important to reading comprehension. Readers understand what they are reading by using the context to understand what the new words mean.
Spelling
Students use spelling rules to assist them in determining how to spell unknown words. If a child can spell a word, he or
she can usually read the word. Good spellers become better readers and writers. Spelling instruction helps students understand and utilize the patterns of our written language in their communications. Effective teachers identify each student’s stage of spelling development and offer relevant instruction to move students forward as writers and word solvers.
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Community of Practice for Literacy Instructional Tools for Literacy:
• English Literacy (120 minutes a day) and Spanish Literacy (60 minutes a day)
• Writing Workshop - Units of Study for Writing (45 minutes a day) K-5
• Reading Workshop - Units of Study for Reading (45 minutes a day) K-5
• Phonics - Units of Study for Phonics (30 minutes a day) K-3
• Fountas and Pinnell Phonics, Spelling and Word Study (15 minutes a day) 4-5
• Introduction to Word Study
• Guided Reading - Using the BAS levels, students receive guided reading instruction -
20-25 minutes a day - at least 2 groups per day, each student should have 2-3 guided
reading sessions (level A-N) per week.
• F&P BAS Systems of Strategic Action
• Guided Reading Lessons
• Read aloud (15 minutes a day)
• BAS reading assessment - BOY, MOY, EOY
• BAS Benchmark Assessment Guidelines
• BAS Instructional Level Chart
Resources: Units of Study for Writing, Units of Study for Reading, Units of Study for Phonics (K-2), Guided Reading Groups, AERO Literacy Standards
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Word Walls
A word wall is an ongoing, organized display of keywords that students can visually reference throughout the year. These words are used continually by teachers and students during a variety of activities. Word walls serve multiple purposes in different grade levels.
• Pre-Kinder - Student names
• Grades K - 3 - Student Names,
Snap words in English ( Decodable and “know by heart” words).
• Grades 4-5 - Keywords, subject- specific terminology, the morphology of words (prefixes, suffixes, root words).
Language Partners and Language Fidelity
During partner work, play-based learning, and collaborative work; every adult in
the classroom is an important language model for the learners. With our youngest learners, they are learning how to express themselves and learn a new language. Students in all grades benefit from language modeling to acquire essential content vocabulary and more sophisticated sentence structures with our language learners. Language modeling looks like adults taking part in the play, thinking, and social work, rather than teachers talking “at” students.
Every adult has a designated language of instruction. It is imperative that all adults speak only the designated language of instruction to support a robust academic bi-literacy model.
ANS Language Fidelity Video, Language Fidelity Practices, Language Modeling
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Math
We are mathematicians! Our ANS math program focuses on developing students’ deep understanding of mathematical concepts, proficiency with essential skills, and solving complex and novel problems.
The Bridges math program is a comprehensive K–5 curriculum that equips teachers to fully implement the AERO Standards for Mathematics and the Mathematics Practices in a rigorous, coherent, engaging, and accessible manner to all learners.
Bridges blend direct instruction, structured investigation, and open exploration. It taps into the innate intelligence and strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically robust.
Bridges in Mathematics (Second year of full implementation in 2022-2023) Number Corner (K: 15 minutes, 1: 20 minutes, 2-5: 30 minutes)
Bridges in Mathematics (K: 45 minutes, 1: 50 minutes, 2-5: 60 minutes)
Eight Mathematical Teaching Practices (for teachers)
To be prepared for teaching math in
a way that promotes deep learning of mathematics, every teacher is expected to have read Taking Action and facilitate lessons using the eight teaching practices that represent a core set of high-leverage practices and essential teaching skills.
1. Establish mathematics goals to focus on learning.
2. Implement tasks that promote reasoning and problem-solving.
3. Use and connect mathematical
representations.
4. Facilitate meaningful mathematical
discourse.
5. Pose purposeful questions.
6. Build procedural fluency from
conceptual understanding.
7. Support productive struggle in
learning mathematics.
8. Elicit and use evidence of student
thinking.
Eight Mathematical Practices (for students)
These Mathematical Practices for Students describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Each standard has a unique focus, but each
also interweaves with the others as we
put them into practice. These practices empower students to use math and to think mathematically. Our job as teachers is to help students develop these practices to become effective mathematicians.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.
Bridges in Mathematics, 8 Mathematical Practices for Students, AERO Mathematics Standards.
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Science
We are Scientists! Classroom teachers engage students in a dynamic science program that emphasizes being a Scientist using the 3D Model of the NGSS Standards.
Students practice the real work of being a Scientist in this phenomenon-based model of learning and teaching:
1) Asking questions
and defining problems
Scientists ask each other questions about the texts they read, the features of the phenomena they observe, and their conclusions from their models or scientific investigations.
• Ask questions based on observations to find more information about the natural and designed world(s).
• Ask and identify questions that an investigation can answer.
• Define a simple problem that can be solved by developing a new or improved object or tool.
2) Developing and Using Models
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in
later grades, such as a diagram representing forces on a particular object in a system.
• Distinguish between a model and the actual object, process, and events the model represents.
• Compare models to identify common features and differences.
• Develop and use a model to represent amounts, relationships, relative scales (bigger, smaller), and patterns in the natural and designed world(s).
• Develop a simple model based on evidence to represent a proposed object or tool.
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3) Planning and Carrying Out Investigations
Scientists share their new understandings and evaluate their skills, knowledge, and abilities. Scientists make posters, write articles, participate in debates, take tests, and prepare multimedia presentations.
• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
• Evaluate different ways of observing and measuring a phenomenon to determine which way can answer a question.
• Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons.
• Make observations (firsthand or from media) and measurements of a proposed object, tool, or solution to determine if it solves a problem or meets a goal.
• Make predictions based on prior experiences.
4) Constructing Explanations and Designing
Once collected, data must be presented in a form that can reveal any patterns and relationships, allowing results to be communicated to others.
• Record information (observations, thoughts, and ideas).
• Use and share pictures, drawings, and writings of observations.
• Use observations (firsthand or from media) to describe patterns and relationships in the natural and designed world(s) to answer scientific questions and solve problems.
• Compare predictions (based on prior experiences) to what occurred (observable events).
• Analyze data from tests of an object or tool to determine if it works as intended.
Next Generation Science Standards
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Social Studies
Project AERO views Social studies as a critical school subject that allows students to gain a comprehensive body of knowledge, understandings, and skills that will enable them to understand the world better as it was and currently is and provide them with the tools necessary to become critical and creative thinkers that can solve complex world problems now and in the future.
ANS students explore Social studies concepts through the 3C Framework – College, Career, Civic Life.
Students practice the work of being a Historian, Geographer, Economist, and Citizen in this inquiry-based model of learning and teaching with the following four dimensions.
1) Developing questions
Pose compelling questions about real- world problems like “Why do we need rules?”
2) Applying disciplinary tools and concepts
Study the problem through the four core disciplines of Social studies - civics, economics, geography, and history.
3) Evaluating sources and using evidence
Gather information from various sources and evaluate the relevance of that information.
4) Communicating conclusions with others
Share their new understandings and evaluate their skills, knowledge, and abilities.
AERO Standards and C3 Framework
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Physical Education
Physical education enriches the whole student both mentally and physically. Students have 30 minutes
of PE every day (45 minutes during Swim Season). All students learn essential locomotor, non-manipulative and manipulative skills, sportsmanship and gain knowledge
of healthy components such as fitness and nutrition to equip students with the skills needed to become active and healthy, lifelong movers.
Students in Pathways have a daily Music and Movement class and a swim season in the Spring.
Students in Grades K - 5 will have 30-minutes (PE) and 45 minutes (Swim Season). Pathways students will have daily Music & Movement with a Swim Season in the Spring.
Swim Session
Season I
A. August 8 - August 26
B. August 29 - September 16
C. September 19 - October 7
Season II
A. October 10 - October 28
B. October 31 - November 18
C. November 21 - December 9
Season III
A. January 11 - Jan. 27
B. Jan. 30 - Feb. 17
C. Feb. 20 - March 10
Season IV
A. March 13 - March 31 (Pathways - A: 11:00 - 11:45) B. April 11 - April 28 (Pathways - B: 11:00 - 11:45) C. May 2 - May 19 (Pathways - C: 11:00 - 11:45)
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Tiger Traits
ANS students develop college readiness skills across subject areas and the habits of learning that allow them to realize their leadership potential through meaningful contributions to society. In a mission-driven school like ANS, Student Traits are an essential component of student development.
• Curious
• Determined
• Compassionate
• Reflective
• Well rounded
• Accountable
• Open-minded
(P-5) (P-5) (P-5) (1-5) (3-5) (3-5) (5)
We believe that all students have the potential to develop mastery of these traits in their journey as learners. Their level of demonstration of these traits follows the same scale, with the exception of level 1, since we believe that these traits are indeed in development for all students.
• 4- Masters
• 3- Meets
• 2- Approaches
Traits for PS, Tiger Traits Progression
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Wellness
Wellness at ANS is growing with our community’s needs.
A good education promotes mental health, happiness, and resilience, as well as academic achievement.
Our Wellness and SEL model at ANS is built on the following components:
Casel Standards
Our new framework and standards for Social-Emotional Learning - SEL. A new definition of SEL empowers young people and adults to co-create thriving school communities that emphasize trusting and collaborative relationships, healthy identities, emotion management and regulation, and making responsible and caring decisions. The Casel framework
is aligned to our Tiger Traits with specific strategies that we want each student empowered with to live a happy and healthy academic and social life.
Executive Functioning
The “Unstuck and On Target” program teaches our students essential skills to manage the planning, organization,
and emotional regulation that supports a student-centered robust learning environment where students are leading their learning.
Wellness Time
Each Big Questions Day starts with an eclectic choice of wellness activities where adults and small groups of students seek peace, balance, and companionship, learning lifelong skills that promote wellness. Examples: Yoga, Cooking, Puzzles, Nature Walks, Poetry, Embroidery, Origami.
Brain Power Wellness
To empower students and adults with daily Brain Power exercises for lifelong wellness. With every member of the PE and B?D Team trained with Brain Power, we will incorporate Brain Power into PE, Studio-based Specials, and weekly SEL classroom lessons to support mindfulness and self-calming strategies.
Skills-based Counseling
Skills-based counseling sessions will
be personalized based on the wellness and perception survey that we will administer at the beginning of the year. The Counselor will provide skills-based counseling sessions for students across all grade levels (K - 5) several times a week during the daily 45-minute TTT.
Paired-Support Counseling
With identified strategies that empower our learners in each grade level, the counselor will partner with classroom teachers to teach, model and reinforce these skills right alongside of your academic instruction.
Wellness Center (in the planning stages)
A place to seek peace, balance, and companionship in our work to regulate our emotions throughout the week. This space will be defined and grow as our workgroup builds this into our school-wide vision of wellness.
Office of Overseas Schools Partnership for CASEL
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Pathways is a model for learning where we, as a community, honor natural curiosity as the driver for all early learning. In the Pathways classrooms, children learn in a nurturing environment for play-based learning. Our experienced teachers personalize learning for each child through careful observations of each child’s development and then partner with parents to work together at school and home to help our youngest learners grow.
We believe that children and parents benefit from a two-year relationship with their Pathways teacher, so our classrooms include both 3 and 4-year-olds. With a family approach to learning, all children benefit from helping each other.
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We also believe that children at this young age have important work to grow strong brains and hearts to be thinkers and doers and that they learn best through play organized our these three components:
Sunshine
Children at this young age thrive in a joyful, fun-filled environment where their days are filled with laughter, song, and love.
Barefoot
Children connect best with genuine and authentic learning experiences grounded in nature, family, and community.
Outdoor mapping
Children at this young age are fascinated with nature, and how the world works, so we want them to explore, discover, question, and research their world.
We believe that children at a young age have inherent abilities to learn a new language through real and meaningful experiences. Most of the child’s day is in English where our language learners are immersed in an English environment with poems, songs, books, and playful experiences that give our children natural ways to learn the new language. Some of the days, children are in Spanish to experience this same immersion experience in Spanish.
Especially in the youngest school years, we believe that parent engagement should
be personalized to ensure partnership in an asset-based understanding of the developmental progressions. With StoryPark as our communication tool, teachers
and parents both contribute to telling each child’s story as a learner. Parents receive ReadyRosie videos that are tailored to the modeled moments that help parents learn how to support their child at home.
Learn more about ANS Pathways: Panel Discussion, Powerful Interactions, Interacciones Poderosas
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ANS Growth
& Evaluation Framework
A. Overview of the Growth and Evaluation Framework B. Growth and Evaluation Cycle
C. Growth and Evaluation Cycle Calendar
D. ANS Primary School Strategic Priorities
Overview of the Growth and Evaluation Framework
Why?
To grow everyone’s capacity to deliver the mission with excellence.
• Designed to build capacity to deliver the mission with excellence.
• Trusts in the professionalism of every individual.
• Uncouples growth and evaluation. - see Dr. Beachley from ISM talk about uncoupling growth and evaluation - here
Our “Why?” at ANS:
The mission of the American Nicaraguan School is to provide an innovative and dynamic education so that our students realize their full leadership potential, achieve academic excellence, and make meaningful and ethical contributions to a global society.
Our “What will it look like when it is delivered?”
• ANS Core Values- Global Awareness, Intellectual Curiosity, Innovation & Creativity, Respect for Self & Others, Environmental Stewardship, Social Responsibility.
• ANS Tiger Traits - Ethical, Determined, Open-minded, Reflective, Curious, Well-rounded, Accountable, Compassionate, Courageous, Visionary.
• Community of Learners website -
here
Our “How do you know you’re able to deliver it?”
Research indicates that through collective efficacy, schools can increase the impact on learning. Our commitment to ten effective teaching strategies through our Community of Practice. CoP & HITS
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Characteristics of a Successful Growth and Evaluation Framework
• A growth-focused and healthy faculty culture is positively correlated to student achievement, satisfaction, enthusiasm, and student retention.
• Teachers must be ever-engaged in growth experiences.
• Teachers learn more from regular engagement and purposeful conversations with their colleagues than they do from conferences or outside presenters.
• Teachers’ perception of the evaluation experience as predictable and supportive significantly influences the faculty culture and student experience.
Four Environmental Conditions for Success
• Mission-Driven - School knows and lives its mission
• Student-Centered - The goal is to improve the learning experience for students.
• Predictable and Supportive - A Community of Practice defines what excellence looks like.
• Growth-Focused - Puts every individual in the driver’s seat to own their growth as a professional.
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Roles in the Growth and Evaluation process:
Evaluator
• Completes the periodic review for the school, ensuring every individual is meeting Essential Expectations and Strategic Priorities
• Principals are Evaluators for Teachers and Paraprofessionals.
Coach or Mentor
• Trains the teacher, particularly in the case of those new to the profession
• Functions as a successful agent for the teacher by providing modeling, guidance, and support necessary to attain expectations.
• Gives honest feedback in a helpful fashion that not only relates to the teacher’s individual growth but is always within the context of the Community of Practice of the whole school.
• Instructional Coaches are coaches/ mentors. Supervisors are coaches as well.
Supervisor
• Examines the teacher’s contributions to the life of the school, while also acting as a coach or mentor supporting the teacher or paraprofessional’s work.
• Constantly emphasize the
dual purpose of continuous improvement to better deliver the school’s mission and enhance student success.
• Provides feedback with a whole school perspective of our Community of Practice.
• The Director-General, Director of Learning, Director of Inclusion, and Principals are Supervisors.
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Observations in the Growth and Evaluation process:
Essential Expectations
• To become knowledgeable about the Essential Expectations, evaluators are regularly visible in all their roles in school life, whether it be in the documents that are evidence of our professional planning work, our preparation for our teaching and collaborative work, our teaching work, our data analysis work to inform instruction, our communication work with parents, and our professional work to grow and learn.
• Evaluators are responsible for the evaluation of Essential Expectations and Strategic Priorities.
Types of Observation of Teaching
Regular Observation
• Walk-throughs to observe for horizontal and vertical alignment with our CoP and Strategic Priorities
• Lesson observations to gather data about student learning and effectiveness of teaching and planning.
Growth Observation
• PLC planning documents
and meetings to observe for
professional collaboration and
planning. •
• Ongoing conversations to observe the holistic nature of the teaching role.
• Data wall and targeted data
analysis to inform instruction
and measure the effectiveness of
teaching. •
• Review documents to observe planning, preparation, and communication.
• Parent meetings to observe building effective parent-school partnerships.
• Evaluators, Supervisors, Coaches, and Mentors may conduct Regular Observations, however, only Evaluators are in the evaluative role.
•
•
Recognizing that feedback is helpful, the teacher invites and schedules their supervisor, coach, or mentor to observe a lesson in action.
This lesson may be to receive feedback about the teacher’s work to improve teaching practices related to Community of Practice, HITS, Strategic Priorities, or Personal Growth Goals. Observation is mostly focused on student behavior, so notes will focus on the observable impact
the lesson is having on student learning. Watch where the lesson
is successful and where it might be improved.
Evaluators, Supervisors, Coaches, and Mentors may conduct Growth Observations; however, only Evaluators are in the evaluative role.
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Types of Feedback
• Walk-through document to gather both school-wide and individual teacher data about the skilled implementation of our CoP, HITS, and Strategic Priorities.
• Direct feedback to the teacher about the impact the lesson and teaching strategies are having on student learning.
• Shared reflection in a meeting with the teacher about the lesson and its impact on student learning. Prior to the lesson, the Coach and Teacher may collaborate on what to look for and design a data or observation form.
Growth and Evaluation Cycle
Step 1: Reflection
School Mission
Our School Mission and Core Values at ANS capture the core reasons for our existence, distinguishing our school from others, and defining our school’s educational purpose and competitive advantage.
The School Mission and Core Values provide an important place to start your reflection in the Growth and Evaluation process. Review the ANS Mission and Core Values - here
Personal-Professional Mission
Each individual’s personal-professional mission brings out the best in each of us when it comes to our daily work to bring the ANS School Mission and Core Values to life!
After all, this makes our school the place where we all want to be!
Well-being
Healthy school culture is a primary predictor of growth and sustainability. Each individual’s well-being plays an important role in healthy school culture.
Your relationship with your supervisor, amount of professional support, and personal well-being have an influence on our school’s ability to create a culture of continuous improvement.
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We will use three measures of healthy school culture
Predictability and Support
Score on a scale of 1-7, from strongly disagree (1) to strongly agree (7)
• The supervisor is supportive of me and my personal & professional growth plan.
• I understand exactly how I am evaluated.
• My annual evaluation is constructive.
• I receive accurate reinforcement regarding my performance.
• I am able to accurately predict the supervisor’s reaction to any given topic.
Means of Support
(True or False)
• I have at least one person I can talk to about work-related issues..
• I have a mentor who works with me regularly.
• I receive the right amount of support from my supervisor.
Personal Well-being* (flourishing as research term)
Score on a scale of 1-7, from strongly disagree (1) to strongly agree (7)
• I lead a purposeful and meaningful life.
• My social relationships are supportive and rewarding.
• I am engaged and interested in my daily activities.
• I actively contribute to the happiness and well-being of others.
• I am competent and capable in the activities that are important to me.
• I am a good person and live a good life.
* Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.
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Step 2: Performance Evaluation
Essential Expectations
A list of behaviors so critical to achieving success in one’s role that they are the sole non-negotiable component of the evaluation. Because the Essential Expectations are communicated during the hiring process and throughout the teachers’ careers at the school, it is anticipated that most teachers will meet them regularly.
Our Essential Expectations were developed at ANS with input from employees to be relevant to the important work in our school. They are so critical that failure to meet them must be addressed immediately.
Evidence that individuals have upheld each of the Essential Expectations should be obvious through the course of the evaluator’s everyday interactions with the community. They are seen in the teacher’s attitude, attendance, and approach to their craft and in the way they interact with their colleagues, students, and parents. Therefore, less time should be spent on the technical, required elements of evaluation, leaving more time
for coaching and mentoring teachers toward personalized goals that directly impact the student experience.
What is the rating?
Meeting or Not Meeting
Strategic Priorities
Based on the Board’s Strategic Plan, your supervisor will identify 2-4 strategic priorities that are essential areas of improvement across the school division or department. These are complex and challenging objectives which are difference-making objectives for continuous improvement.
Use the Strategic Priorities planner to make notes and questions in preparation for your conversations with your supervisor at the beginning of the year meeting.
• Steps to be taken with estimated dates:
• Resources needed:
• Evidence of meaningful success:
What is the rating?
• Completed
• Progressing on target
• Not on target
• Deferred or removed
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Corrective Action
If or when essential expectations are identified that need attention, they will be addressed immediately.
In this case, your supervisor determines whether a corrective action plan is necessary. In the Corrective Action Document, your supervisor will identify necessary actions and dates by which expectation(s) will be met. A follow-up meeting will be scheduled to review the plan and determine the next steps.
Depending on the nature of the issue, the supervisor may or may not direct the teacher to halt the pursuit of self-directed goals while working to improve performance.
Failure to meet the expectations by the agreed-on dates may result in dismissal.
Essential expectations do not form the basis of setting criteria for qualification at levels or bands.
Step 3: Professional Growth
Your Professional Growth Plan is inspired by your own reflection on your work to fulfill our mission and fully implement the Community of Practice.
Remembering that personal and professional growth is lifelong, limit your goals to one or two realistic, attainable, and meaningful goals.
Your action plan should consider who will work with you to support your work to grow and learn. Failing to meet rigorous goals is an option, stagnancy is not.
Elements of Professional Growth Plans:
• Individualized
• Collaborative
• Predictable Process
• Observation is for growth!
Select a Goal - a measurable goal that is driven by student learning
• Determine what steps you need
to take and the resources you may need from your supervisor or others to develop those skills.
• Action(s) to be taken
• Resources needed (human,
financial, time, etc.)
• Evidence of meaningful success
• Data will be used to measure
success
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Growth and Evaluation Cycle Calendar
August
Growth and Evaluation Training Module - Asynchronous
• Reflection - Mission, Personal-Professional mission, and Well-Being
• Performance Evaluation - Essential Expectations, and Strategic Priorities • Professional Growth - develop a growth plan
By the first week of August, complete the following:
• Evaluation Agreement
• Commitment to Growth Plan
By the end of August, individual meetings with the supervisor
• Review Evaluation Agreement and Growth Plan
By December, a minimum of 5 observations (at least 1 regular observation by Evaluator)
December
Mid-year individual meetings to discuss progress
By May, a minimum of 5 observations (at least 1 regular observation by Evaluator)
May
By the end of May, individual meetings with the supervisor
• Review Evaluation Summary
• Discuss goals for the year ahead by way of an End-of-year Reflection
At the end of the evaluation cycle, your supervisor will complete the Evaluation Summary indicating whether or not you have met the Essential Expectations and assessing your progress on the Strategic Priorities.
There should be no surprises at this point because you will have been engaged in discussions with your supervisor throughout the year about your performance.
Community of Learners website - here
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ANS Primary School Strategic Priorities
Plan and implement effective guided reading lessons
• Students see their reading work and growth as the sun, moon, and stars for the teacher because we always start on time, and the teacher does her work to make this time valuable, interactive, and engaging.
• My lessons are explicit, systematic, sequential, and cumulative. Evidence is my note-taking log to track what each student is working on and the mastery level of their reading skills throughout each guided reading session.
• For students through level N, I use the power goals from Data Wall, the moving up readers guide, phonics continuum, phonological awareness continuum, and the FP guided reading book to plan how I will support the students during each guided reading session. I am observing for mastery of the skills that we are working on by progress monitoring or with at least three times that the student independently demonstrates the skill.
• Part of the time (25%) is used for word work to support growth in the reader’s power goals:
• I plan appropriate phonological awareness activities (as needed based on reading level) to activate my reader’s ear muscles and informed by our continuum of phonological awareness.
• I teach word work by modeling and practicing turning words into snap words by mapping the words orthographically, reading and writing them as modeled in Units of Study for Phonics.
• I read the text beforehand to identify the word work according to the phonics continuum and coherence to the scope and sequence of Units of Study for Phonics.
• Most of the time (> 75%) is used for reading to support growth in the reader’s power goals:
• I carefully select texts to provide just the right amount of challenge to address individual students’ needs in a meaningful and powerful way.
• The way that I talk about reading is coherent with Units of Study for Reading.
• I provide a brief book introduction with just enough to captivate your readers
and set a purpose for reading.
• As students read silently or quietly, I move from one reader to the next,
listening in and coaching them to give feedback.
• During reading, when applying a phonics skill, working out a tricky word, or
noticing snap words within the text, I always have the reader put the word
back into the sentence to see what the story or text is about.
• The greater purpose of guided reading is to give readers specific, timely,
and powerful feedback to apply this feedback to their independent reading.
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Our goal is to send them off feeling like they have grown as an independent reader.
• I carefully monitor student growth through progress monitoring to include a running record every 4-6 weeks.
• My groups are flexible and dynamic, recognizing that students grow as readers.
• I use valued data to self-evaluate the effectiveness of my guided reading lessons.
What does NOT happen in guided reading:
• Lessons are not planned, and the text has not been read and analyzed beforehand, or the teacher relies on the tagboard lesson guide that comes with the book.
• Students read round-robin style instead of reading texts at their own pace.
• Absence of clear learning intention.
• Most of the time is taken up with teacher-talk, leaving little time for students to
read.
• Guided reading session lacks predictability in what students are working on and
why.
• Groups are stagnant, lacking the flexibility in groups.
• A lackadaisical approach is reflected in getting sessions started and the regularity
of sessions.
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Plan and implement effective mini- lessons for readers and writers workshop
• My mini-lessons feel like a huddle at a football game, kids pulling close, the teacher leans forward, talking simply, briskly with the students, showing them how to do something, demonstrating.
• My students have opportunities to engage at certain times in the mini-lesson to talk to a partner, jot an idea, and then the teacher reconvenes. This usually is a minute or two.
• My learning intentions are clear with a connection, teaching point, active engagement, and link; the students can easily follow what the teacher is teaching or learning.
• My mini-lesson is highly engaging, short bursts of instruction that set the whole community on fire as readers and writers, immersing them in understanding the importance of the work they are doing as readers and writers with a link to their reading and writing work. My students know it’s important because we keep talking about the learning intentions and strategies in a small group or conferring work.
• My mini-lesson is brisk, lasting about ten minutes. Workshop time for independent reading and writing time is protected.
• My mini-lessons follow our Units of Study, ANS Scope and Sequence, and retain the high level of vocabulary, skills, and strategies that builds a strong community of readers and writers from one grade level to the next.
• In grades K-3, each student shops for books with the teacher’s help. In grades 4-5, each student always has several books on hand for independent reading or book clubs.
• I can use valued data to self-evaluate the effectiveness of my mini-lessons.
What does NOT happen in a mini-lesson:
• A teacher elicits content through a Q and A format that goes on forever!
• Students respond one by one, taking valuable teaching time to make connections.
• Students facing a screen, teacher off to the side
• Telling students their assignments as if reading and writing is all about getting
work done.
• Digitizing anchor charts rather than creating with students to build ownership.
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Plan and implement high-quality math instruction
• My math time is protected, and we stay on track with ANS Math Scope and Sequence.
• Number Corner lessons are teacher-led but also include student-to-student dialog and think-pair-share time. Instruction moves quickly, focusing on introducing and reinforcing fundamental skills.
• As the teacher poses open-ended questions, an attitude of careful listening and respect is fostered and encouraged. These attitudes are evident to whoever is speaking—child or adult.
• Rich math terms support teachers’ and students’ precise math vocabulary.
• Problem-solving values elegant solutions that show knowledge of quantity,
patterns, and relationships. In Problems & Investigations, student engagement is robust, but mastery is not expected. Students occasionally show confusion because the teaching is at a problem-solving level.
• My Math Forum (gr. 3-5) is like a huddle where we take pride in our classmates’ work and thinking. In Math Forum, teacher uses a forum planner to select students to model a variety of approaches to the problem as another form of instruction.
• Math Journals are valued as treasures of math thinking, vocabulary, and problem- solving. Teachers regularly review Math Journals and give feedback.
• Students have regular opportunities to practice skills and extend understanding at Work Places; six different activities are available at any given time and current with the unit.
• Teachers actively engage with students during Work Places in one or more of the following ways:
• Circulating to observe and interact with students
• Working with individuals or small groups to extend or enhance
understandings of the skills and concepts being taught, often by playing,
reteaching, or extending a Work Place game or activity
• Conducting individual math interviews/assessments
• Mathematicians offer age-appropriate explanations, explaining the activity/ work place in which they’re involved and telling you something about how it’s contributing to their understanding of math.
• I use the assessment data to plan instruction, considering the variety of Bridges assessments.
• In kindergarten and grade 1, each unit includes a screener, formative checkpoints, and a unit assessment.
• In grades 2–5, units include a screener, pre-assessment, formative checkpoints, and a post-assessment.
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What does NOT happen in math instruction:
• Using student book pages as worksheets.
• Use valuable class time to go over each item on a home connection or assessment.
• Praising students more often for giving quick answers and finding the correct
answer.
• Emphasizing the use of standard algorithms over robust modeling of thinking.
Valuing procedural fluency rather than conceptual understanding.
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Pathways: Plan and implement high-quality methods for observing each child’s growth, development, and learning to inform our powerful interactions and help our youngest learners achieve challenging learning goals.
• The developmental objectives and target language goals are at the heart of everything I do.
• I partner with children in play through powerful interactions and integrate my observations into every part of the day through play-based discovery and interactions.
• I am growth-oriented in my work to regularly document my observations in the Teaching Strategies Gold observation-based assessment and use the developmental continuum to set learning goals informed by each child’s developmental objectives.
• I am growth-oriented in my work to observe and select target language goals in the four developmental areas to provide a holistic and developmental approach to language learning in English and Spanish.
• I am an intentional teacher with a daily goal and purpose. The evidence of being an intentional teacher is my daily records that show which developmental objectives and target language goals we are observing, a description of the materials or experiences that invite children’s natural curiosity related to these goals, and questions or target vocabulary to support their growth, development, and learning.
• My records of each child’s growth, development, and learning include a variety of ways to document my observations.
• written observations with language • samples •
• student drawings or attempts of writing
• pictures of constructions or creations
video moments
learning stories with a direct link to the objectives
• I am intentional in my interactions, and I can describe how my powerful interactions were informed by a specific developmental objective and target language goal, using my knowledge of each child’s development.
• The materials and playful experiences that I curate for our students are informed by the learning goals and target language goals that we have set for students and through careful observation of our student’s natural curiosity.
• My Storypark and Ready Rosie communication with parents provides families with a weekly, personalized opportunity to learn ways to promote and stimulate their child’s development.
• My professional communication is helping parents to learn how to partner with the school to support their child’s growth, development, and learning.
• I prepare the Paraprofessional to be intentional in this work with our youngest learners.
• I can use valued data to self-evaluate the effectiveness of my work with our youngest learners.
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What does NOT happen in helping our youngest learners achieve challenging goals:
• Observation lacks intentionality and rigor.
• Using judgmental or subjective words to describe a child’s development.
• Lack of fidelity to language and lack of coherence in the target language goals.
• Play areas lack sufficient variety or responsiveness to children’s natural curiosity.
• Teachers and Paraprofessionals see themselves primarily as safety guardians, silent
observers, telling what to do or limited to taking the role of just another child in
play.
• Communication with parents is informal and trivial.
• Storypark posts with parents are Pinterest-style rather than learning-focus.
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Strong Start
In our work to personalize learning for your child, we have designed a Strong Start 2022 where teachers, students, and parents have a chance to build relationships through personalized learning appointments. We also want students and parents to visit the classroom and spend time on campus before the first full day of school.
Play Groups
small groups of children come with their parents for small playgroups to meet some new friends to build a playful community where parents and teachers work together to support learning at school and at home (Pathways).
WIDA
learning appointments for new students needing the language assessment - WIDA (2nd - 5th). Kinder and 1st grade students needing WIDA will be conducted once the school year begins.
Teacher Interviews
personalized appointments for teachers to get to know their students as readers, writers, and mathematicians (K, 1st, 2nd).
Moving In Day
appointments for families to help their child settle into their new classroom, meet the teacher and visit studio-based specials, and science lab (All grades).
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Big Questions Day is about providing space and time for students to lead their own learning through agency. The power of choice becomes the foundation of this program that opens up millions of possibilities for students to explore their passions and interests. Their day encompasses the importance of mind-and-body wellness, creativity, curiosity and building community through a very personalized experience for each student.
By having agency, the student’s learning can transcend the traditional classroom environment and allow them to build their own future.
Students also apply the ANS Design Process on most projects happening on Big Questions Day. This process is based on integrating several design models and adapting it to the school community’s needs. Students get familiar with the model in lower grades and practice several ways of applying each step as they progress through primary school. This conveys guidance for organizing the wide range of possibilities available, and helps students focus on the learning process instead of a product or outcome. This powerful tool allows students to make the most out of their learning experiences.
Big ? Day Principles
1. Students are capable of using agency as a powerful learning tool. Students demonstrate this by making choices and decisions about their schedule, studios to visit and projects they develop in every space.
2. Each studio provides the opportunity to develop a variety of creative projects and skills. All studios are designed to interact, modify and upgrade the student’s learning.
a. The Library motivates students to read genres outside of their comfort zone, such as non-fiction, science, biography, history, wellness, etc.
b. The Innovation studio combines technology and design thinking strategies for students to navigate different production and problem-solving scenarios.
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c. The Art studio exposes students to a variety of media and techniques to maximize their creative expression.
d. The Music studio exposes students to a variety of instruments and musical theory to maximize their creative expression.
e. The Observe and Wonder Lab exposes students to phenomena-based learning to enhance their natural curiosity. Students think and act like real- world scientists while practicing active learning skills.
3. Students implement creative projects at each studio through planning and reflection practices. Students are encouraged to document their thinking process and project development in various ways, one of them being the Big ?s Day Journal.
4. Students recognize the purpose of each studio, and are able to use its tools / spaces in an appropriate way. Students demonstrate responsibility in their choices and actions at each studio.
5. Each studio provides opportunities for students to practice collaborative work and leadership skills. Students can express their own perspectives and use agency to make responsible decisions as they share their ideas with their peers.
6. Studio teachers act as facilitators so students can create knowledge independently. The teachers’ role focuses on helping students adjust and improve their independent learning.
7. ANS Design Process
1. Wonder 2. Plan
3. Create 4. Reflect 5. Share
The Journal
The Big Questions Day Journal is an essential tool that helps students document their learning. With it, students can plan ahead, brainstorm, adjust and reflect on their projects. They also make important decisions about their schedule for Big Questions Day.
Cover: This is where students personalize their Journals, making it easier to identify by their names and class. They may also express their creativity by designing a cover. Some students also use it for writing down reminders, like what they signed up for during wellness.
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The “My Questions” page allows students to brainstorm the topics or ideas they are wondering about, what they’re interested in or what they’re passionate about. Students are prompted to think about open-ended questions, but this is a skill that is developed over time. The questions on the side help as prompts, but a class discussion or peer discussion may also help develop deeper topics.
The planning page allows students to pick one question from the previous page and develop projects in each studio that may be connected to one another.
After that, each studio has a page dedicated to more specific planning where students may go over the steps to complete each project. This page is completed with guidance from the studio teacher, and may be edited over time. Students are encouraged to revise and fix their plan as necessary. Models and sketches are also useful for the student’s planning process, and work great as reflection prompts to compare and contrast once the project is completed.
This page is where students can make decisions about their schedule, choosing the studios in the order they
may need to visit them according to the previous’ pages planning. In case they are collaborating with a partner or group, they should also agree to make the decisions stated on this page that work best for all teammates.
The journal ends with a page summarizing the studio-based specials and a page highlighting the school’s traits that are pertinent to Big ?s Day.
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Big ?s Day
Students get the chance to experience one Big Questions Day every eight days at school. It is a break in their routine from their day-to-day homeroom schedule. The whole class gathers at the Mango Tree Cafe, an open common area, and from there they attend the different studios and wellness activities that make up the day. The following is a summary of each of those moments of the day:
Wellness
The students sign up per trimester for a short period of an activity focused on their mental and/or physical health. For example, the wellness activities may be based on: drawing, painting, singing, yoga, embroidery, card games, zumba, etc. The idea of this period is to have small groups of students interact with faculty/staff members while performing an activity that relaxes and motivates them for the rest of the day. In the upper grades (4th and 5th grade), some students may choose to lead one of the activities with their peers during the 2nd and 3rd trimester.
The whole class also attends P.E. class, recess and lunch at their usual schedule, since daily physical activity is essential for the students’ well being.
Both wellness and P.E. usually take place in the morning hours of the day, for approximately 30 min.
Observe & Wonder Lab
Students are exposed to phenomena-based learning to enhance their natural curiosity. They are encouraged to think and act like real-world scientists, collecting data, experimenting, observing and interacting with phenomena that’s tangible to them. This allows them to practice active learning skills. This is part of a larger school-wide program aimed at growing scientific thinking in primary school.
Art Studio
Experimentation with varied media and techniques. The Art studio exposes students to a variety of media and techniques to maximize their creative expression.
• Creative expression
• Collaborative projects
• Inspiration - wall, iPads, mini-lessons
• Studio skills: material care and storage, organization and techniques
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Music Studio
Exposure to instrument and musical theory (rhythm, beat, melody) basics. The Music studio exposes students to a variety of instruments and musical theory to maximize their creative expression.
• Visual learning for lower grades of basic music theory
• Montessori-inspired tools - scaffolding for getting students familiarized with
instruments
• Band set up - collaborative learning
• Ipads for independent learning for learning to play piano or guitar
Innovation Studio
Technology, engineering and production. The Innovation studio combines technology and design thinking strategies for students to navigate different problem-solving scenarios.
• Production and performance
Library
Where reading is valued, children set big questions to seek independent reading projects. The Library motivates students to read genres outside of their comfort zone, such as non- fiction, science, biographies, history, wellness, etc. There is also time designated for them to enjoy the pleasure of reading in a comfortable environment.
Besides this, the students that visit the library on Big Questions Day also get guidance and mini-lessons on how the library works and make the most out of this valuable resource. Students learn how to find their favorite books by navigating the categories and numbers on the shelves. They also have the opportunity to use the updated reference center for research, online resources and internet access. This may help them expand the projects they are working on in other studios on Big Questions Day.
Additionally, students may be exposed to small reflection activities focused on culture and learning topics. This is presented in the form of a mini-lesson and may address world concerns such as the environment, specific holidays, use of maps, literary awards, biographies, cultural diversity, etc.
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