PS Professional Handbook 22-23

Mango Tree Gathering
At the end of the last block, or studio visited, some minutes are reserved for reflection on everything learned on the day. This moment will probably look different for all grades, where K5 may practice reflection skills with something as simple as sharing their favorite part of the day, upper grades may go deeper into assessing their progress in projects. The Journal may be used to support these reflective practices and prepare the students for their next steps on Big ?s Day. Additionally, these last few minutes of the day should also allow students the opportunity to share some of these reflections with their peers.
These last few minutes of the day are also reserved for students connecting with their friends and a wind-down activity. Big Questions Day ends with a sense of community and wellbeing to keep our students inspired for learning.
Logistics
This project was launched during the school year of 2021-2022, and the following are the main requirements for Big Questions Day to flow as smoothly as possible for everyone involved.
Before Big ?s Day
The day before Big ?s Day is crucial to have the students refocus on their various projects. The schedule is set for students to have one Big ?s Day every eight regular-schedule days. For a young student, this proposes a challenge in the continuation of lines of thought regarding their projects, so the day before is meant to have a preparation moment to be able to make coherent decisions and enjoy that Big ?s Day to the fullest.
In their classrooms, there is a time assigned to reflect on their Journals and to sign-up for the various studios. The reflection is meant to let them brainstorm, revise and plan their Big Questions and projects for each studio. This time should also allow them to discuss with any peers they may be collaborating with, so they’re on the same page regarding planning and schedule sign-up. Teachers are meant to guide these reflections and also supervise the student’s sign-up process.
The sign-up process has certain requirements that promote fairness and respecting the student’s choice as much as possible. It is also important that students and teachers understand how the studios have a maximum capacity to work productively (15 students). Therefore, each classroom (A, B, or C) should allow 4 or 5 students to sign up per studio per block to allow the other classes to have the opportunity to attend the studios at different times. This is meant to prevent one classroom (whoever signs up earlier in the day) filling up the spaces for the most popular studio that day.
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It is also common to have students be absent during the sign-up and reflection process. The student’s right to make a choice is crucial to the Big ?s Day principles, so instead of having their teacher sign them up to any studio, they are annotated as absent during sign-up. This allows the team to talk with those students the first thing in the morning of Big ?s Day and sign them up at that moment, discussing whatever options are available for them based on studios’ max capacity.
Finally, all students’ Journals are stored in baskets labeled by their classroom grade and taken to the Mango Tree Café. This can be done at the end of the day before or first thing in the morning of Big ?s Day.
During Big ?s Day
On Big ?s Day, students gather at the Mango Tree Café, and from there travel to their different activities (Wellness, P.E, Observe & Wonder Lab and the Studios). The goal is to promote the student’s independence in most of these transitions to honor their agency and confidence as members of the school community.
The wellness leaders show up to wait for their group for the first few sessions. Then, some may choose to let their group know that they’ll wait for them at their assigned location. P.E. teachers or paraprofessionals may assist students traveling to and from P.E. because distances may be greater and they need to carry more equipment sometimes, such as swimming gear. The same applies for recess and lunch times. Students also have a snack/ break time which is usually longer than their regular-schedule time, some studios gather at the Mango Tree Café, while others may choose a different location.
Before going to the first studio, students are called out by the studio and science teachers to travel to the classroom and start that assigned block. The rest of the blocks in the schedule may offer the opportunity for students to travel by themselves when switching from one studio to another. This is tested out with upper grades during year 1, but is meant to be implemented in all grade levels starting year 2.
In order to keep track of several students traveling on campus from one studio to another, there is a digital sign-up sheet shared between all faculty involved. All students are accounted for, whether they are at a studio, at the nurse, or absent for the day. Teachers call attendance, while making sure only the students who signed-up are there.
Students are meant to keep their Journals at the Mango Tree Café or while transitioning to all studios except Science. It is important to emphasize the proper storage and care of the student’s own Journal as much as their peers.
Once they arrive at each studio, students are offered more choices: the teacher may introduce the class with a mini-lesson on a specific topic, but the majority of the time, students choose to perform open-ended projects following the Design Process. The teachers’ mini-lessons are meant to open possibilities for the students, so that they get to know new tools, techniques and materials to work with.
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Assessment
Big ?s Day’s studios aim to foster the student’s agency and responsibility, besides providing the opportunity to work on studio-specific skills and use of its tools. Many of these processes are recorded in the journal, but studio teachers also rely on observation and other evidence-recording tools to document a student’s growth in these areas.
One important aspect to consider is the student’s engagement with Big ?s Day. It is aimed to be independent and self-motivated, though some students may need some help in this area. By engagement, all studio teachers agree to consider whether they actively participate in class and Big ?s Day activities, if they try out all studios, even visiting the one that’s out of their comfort zone once in a while. This is also related to making responsible decisions during sign-up and at each studio, including choosing to work with peers as learning how to form collaborative groups is an essential part of B?D learning.
Another aspect to consider by studio teachers is the appropriate use of each studio’s tools and requirements. This includes: caring for said tools, keeping an organized workspace, sharing with their peers and any other specific rule each studio may possess.
Finally, Big ?s Day is not assessed based on a student’s ability to complete a certain amount of projects. The team strives to emphasize how important the learning process is, instead of focusing on a product. Each student will complete their project at a different pace, some may circle for a while in the drafting or research process before moving on to the next steps, and some may even discard their projects at a certain stage and decide to start a new project.
Ideas for the future
After completing the first school year with Big ?s Day, the following ideas have come up based on experience aimed at improving and expanding this revolutionary project:
Transition Agency
The main logistic idea to be implemented on the second year of Big ?s Day is the ability for students to travel from one studio to the next by themselves, being mindful of schedule limits and safe transit on-campus. It is already successfully achieved by the upper grades in primary school, though certain considerations are being planned for the safety of the lower grade students.
The first idea to support such logistics is for each grade level to have a distinctive shirt to wear on Big ?s Day. In this way, the rest of the school community is aware of the students wandering around and may help direct them. It also adds excitement and uniqueness to such a special day, it will help the student’s motivation grow.
On top of this, more visual clues could be implemented around campus to help guide students to the studios, especially the ones farther away from the Mango Tree Cafe. Such
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hints could be signs on the walls, or prints on the floor with distinctive icons.
The Big ?s Team would have to practice such transitions with all grades at the beginning of the school year and paraprofessionals may also help by locating themselves at mid- points between studios.
Teamwork
Big ?s Day is greatly enhanced for the students when the rest of the school community encourages their projects and ideas, especially the teachers that interact with them the most. For this reason, one of the main conclusions after the first year of Big ?s Day is that the homeroom teachers and paraprofessionals are crucial for improving the student’s experience and should work closer with the team. It is necessary to get everyone involved and be as clear as possible about logistics and expectations at the beginning of the school year.
For this reason, a meeting should happen on the first few teacher workdays between the Big ?s Team and homeroom teachers with their paraprofessionals. This meeting should discuss the reflective mini-lesson the day before Big ?s Day and the Journals mainly, but also open the space for feedback and other ideas from both sides on how best to support each other.
Journal adjustments
The Journal is meant to be a key tool that binds everything in Big ?s Day together. The Journal used during the first school year needs adjustments to now match the Design Process, to be scaffolded for the lower grades and in general to be most effective for the students. The Journal should allow students to effectively document their process.
Studio Teachers - Professional Development
• PD for studio teachers: guiding questions that deepen the students’ thinking and develop their projects further, adjusting the environment to spark creativity and prompt explorations in each studio.
Big Questions Presentation, Big Questions Journal
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Common Assessments
Early Literacy Assessments - K5 - Grade 1
“Readers are Leaders” at ANS, and we believe that our readers are prepared to change the world. We know how essential reading is, and that’s why our teachers are committed to these essential goals:
• Mastery of the fundamentals of reading by the end of first-grade.
• Measured by completion of five
Early Literacy tests.
• Mastery of comprehension skills by
the end of third-grade
• Measured by BAS reading tests
with two data points indicating 3rd grade level proficiency (Level P) by the end of 3rd-grade
The work to become a reader and writer is made up of skills that can be monitored to support each child in achieving success as a reader and writer. With timely support for students showing signs of delay in progressing on any of these skills, we can best support long-term success in school and reduce the likelihood that a child will develop a reading disability. Our early
literacy tests can be found here.
Teachers administer these tests at the beginning of the year - BOY, MOY, and EOY. The results of these assessments will drive the design of intervention for Inclusion Support and Extra Instruction.
These tests include the following subtests:
• Phonological and Phonemic Awareness
• Letter Identification - English and Spanish
• Writing Vocabulary
• Word Reading
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BAS - Fountas and Pinnell Benchmark
MAP - Northwest Evaluation Association Measures of Academic Progress
Assessment System
English Literacy
Spanish Literacy
BAS is our assessment tool tEondgeltisehrmLinteracy
MAP tests areStapkaennisbhyLGitreadraec3y- 5 students Reading Writing Reading Writing
students’ reading levels. At ANS, we for BOY, MOY and EOY. Teachers and
Reading Writing Reading Writing
believe in the power of achieving grade- students set individual goals based on
Trimester
Part A - Teach UoS for - Reinforce skills - Reinforce skills - Teach UoS Unit
- Teach UoS for - Reinforce skills - Reinforce skills - Teach UoS Unit level literacy to ensuRreatdhinagt.our studenantsd strategsietsudentasn’dresstrualttesg.ieSstudenfotsr Wtarkiteingthe MAP
Trimester
- Guided Reading from previous UoS from previous UoS - Wrting
are prepared for a successful academic Reading and Math test in English.
Part A
Reading. and strategies and strategies for Writing
(Workshops) - Book Clubs - Writing - Guided Reading Conferences
career. Our collectiv-eGguoidaeldisRetaodaincghievf reom previous UoS f rom previous UoS - Wrting Conferences - Book Clubs
(Workshops) - Book Clubs - Writing - Guided Reading Conferences
grade level in English literacy by the end of The Learning Director oversees the
Conferences - Book Clubs
third grade. management and set-up of the MAP
Trimester
test sessions. The classroom teachers are
- Teach UoS Unit
- Reinforce skills respons-ibTeleacfhoUr npitrocf toring- Rtehinefotrecsetsskeillssions
- Reinforce skills - Teach UoS Unit - Teach Unit of - Reinforce skills
• Kindergarten administers BAS for
Part B
and strategies for Writing
Study for Reading and strategies
TrimMeOsYtearnd EOY only. - Writing
from previous UoS for Writing - Guided Reading from previous UoS
and strategies Study for Reading and strategies
Conferenceasnd meeting with students to set/review P• arGt rBades 1 - 5 a-dGmuidineidstReradBinAgS for BOY, - Book Clubs - Writing
(Workshops)
from previous UoS - Writing - Guided Reading from previous UoS
- Book Clubs goals. Conferences
MOY and EOY Conferences
- Book Clubs - Writing
- Guided Reading
• BAS Instruct-ioBnoaokl LCeluvbesl Chart, BAS
Benchmark Assessment Guidelines
(Workshops)
Conferences
MAP test overview, MAP Resources
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Beginning of Year (BOY) Literacy
Middle of Year (MOY) Literacy
DEC
Middle of Year (MOY)
End of Year (EOY) Literacy
Kinder
Kinder
First
First
Second
Second
Beginning of Year (BOY)
BAS Early WDA
BAS
AUG
8-9
AUG
Strong Start
8-9 Strong Start
AUG
5
AUG
New Student
5
New Student
Early
Literacy
AUG
8-9
AUG
Strong Start
8-9 Strong Start AUG
8-16
AUG
Inclusion
8Te-a1m6
Support
Inclusion Team Support
WDA
AUG
5
AUG
New Student
5
New Student
Middle of Year (MOY)
BAS Early WDA
BAS
DEC
5
DEC
5
DEC
2
DEC 2
Early
Literacy
NOV
21
NOV 21
DEC 1
WDA
BAS
MAY
15
MAY
15
MAY
12
MAY 12 MAY
End of Year (EOY)
BAS Early WDA
Early
Literacy
MAY
4-15
MAY 4-15
WDA
MAY
8-12
MAY
8-12
APR
DEC 1
21-27
APR 21-27
1
DEC 1
11
MAY 11
Beginning of Year (BOY)
End of Year (EOY)
Third
Third
Beginning of Year (BOY)
BAS
BAS
AUG
5
AUG
New Student
5 New Student
MAP
READ
MAP
READ
AUG 22-25
AUG 22-25
MAP
MATH
MAP
MATH
AUG 26-31
AUG 26-31
WDA
WDA
AUG
5
AUG
New Student
5 New Student
Middle of Year (MOY)
BAS
BAS
NOV
28
NOV
28
NOV
29
NOV
MAP
READ
MAP
READ
NOV 21-29
NOV 21-29
MAP
MATH
MAP
MATH
NOV
30
NOV
TO
30
WDA
WDA
BAS
BAS
MAY
5
MAY
End of Year (EOY)
MAP
READ
MAP
MAP
MATH
MAP
WDA
WDA
APR
21
APR
TO
21
Fourth
Fourth
Fifth
Fifth
29
NOV 30
NOV 30
DEC
TO
5
DEC 5
5
MAY
8
MAY
8
READ
APR
28
APR
TO
28
MAY
TO
4
MAY 4
MATH
MAY 5-10
MAY 5-10
APR
TO
27
APR 27
MAY 9
MAY 9


Home Communication Plan
After getting to know your readers and mathematicians at Beginning of Year (BOY) and Middle of the Year (MOY) testing, our parents are eager to learn more about how their child is doing and how you will be supporting them to keep growing. It is important to let parents know whenever their child is receiving targeted support both in and out of the classroom.
Ed Technology will create folders for you by grade and section. Please do not change the file name, it is for records purposes, to be able to be uploaded to the e-locker. Once you complete the document, you can export the PDF version to the same folder. Here is a quick tutorial for teachers.
Parents will receive the Home Communication Plan via the Parent Portal sent from Rediker.
Beginning of Year
During the 3rd week of school August 26, 2022
Middle of Year
During the 1st week in January January 13, 2023
Link to Home Communication Plan template - here (teachers will receive a link to a file with documents for each student in your class).
Reading Indicators - here Kindergarten, 1st and 2nd Grade
• Early Literacy Benchmark Tests (grade K, 1)
• Units of Study for Reading
• Units of Study for Phonics
• BAS level - Instructional Level
(grade 1, 2) Text level descriptors -
here
3rd - 5th Grade
• MAP
• Units of Study for Reading
• Units of Study for Phonics (Gr. 3)
• BAS level - Instructional Level - Text
level descriptors - here
Mathematics Indicators - here Kindergarten, 1st and 2nd Grade
• Screeners for unit: MCE’s (Meeting Current Expectations)
• Checkpoints for mastery standards • Assessments for mastery standards
3rd - 5th Grade
• MAP - report %ile score
• Screeners for unit: MCE’s (Meeting
Current Expectations)
• Checkpoints for mastery standards • Assessments for mastery standards
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Student Goal-Setting
and Student-Led Conferences
Teachers work with students individually to personalize learning related to the child’s own learning profile and interests.
Goals for our SLC conferences:
• For parents - see and hear from their child and teacher about what the child is already good at and what they are working on to keep growing as a learner.
• For students - take an active role in talking about their learning and setting a goal to keep growing as a learner.
• For teachers - partner with parents by showing what we are teaching and how you are supporting their learning at school.
The 1st and 2nd trimester SLC conferences (25-minutes) will be structured like this:
• 8 minutes - child shares their portfolio • 8 minutes - teacher discusses the
child’s learning and how learning is
supported at school
• 8 minutes - together, write a goal for
learning that will be reviewed in next SLC.
The 3rd trimester SLC conferences (15 minutes) will be structured like this:
• 5 minutes - Teacher will provide an update of End of the Year testing.
• 5 minutes - Student will share their progress on their goal set in February.
• 5 minutes - Student, parent and teacher will help set a meaningful goal to begin the next school year
Getting Ready
During the week prior to SLC, teachers will guide students in building a paper-based portfolio to use in the SLC:
• Reading - a book, a reading response journal example, and a post- assessment (3-5) rubric that shows a reading strategy that they have been learning.
• Writing - a piece of writing and a writing checklist to show the parent a snippet of their writing that shows how they are growing as a writer
• Mathematics - two examples of their math work to show how they are using models to show their reasoning and problem solving
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Beginning of First Trimester
Teachers will receive the goals that were set at the EOY from previous school year.
End of First Trimester
At the end of first trimester, teachers will set goals with their students for the 2nd Trimester. These will take place during the grade level’s PLC day and the school-wide SLC day.
SLC day.
13 14 15 16 17
NOVEMBER
MON. TUE. WED. THU. FRI.
14
NOVEMBER
MON.
14
15
Fifth Big ?
15
Day
TUE.
Goal-setting
Conferences
16
No School
PSWED. Goal-setting
16
Conferences
17
Fourth Big ?
DayTHU. Goal-setting
Conferences
17
18
Third Big ?
Day FRI. Goal-setting
Conferences
18
21
Second Big ? Day Goal-setting
Conferences
21
22
Fifth Big ?
Day FiGrsotaBl-isget?tiDnagy
GCoaoln-sfertetincges Conferences
22
23
No School
PS KGinodael-rseBtitgin?g DCaoynferences Goal-setting
Conferences
23
24
Fourth Big ? Day GHoOalL-IsDeAttYing Conferences
24
25
25
Third Big ? Day GHoOaLl-IsDeAttYing Conferences
Second Big ?
First Big ? Day Goal-setting Conferences
Kinder Big ? Day Goal-setting
HOLIDAY
As the end of 2nCdonTferriemncester, teachers willCroenvfeierewnceasnd set goals with their students for the
MON. TUE. WED.
End of Second Trimester
HOLIDAY
Day Goal-setting
FEBRUARY
3rd Trimester. These will take place during the grade level’s PLC day and the school-wide
THU. FRI.
FEBRUARY
Fifth Big ? Day
Fourth Big ? Day
Third Big ? Day
Second Big ?
MON. TUE.
WED.
THU.
Day Goal-setting
Goal-setting
Goal-setting
Goal-setting
FRI.
13 18
First Big ? Day Goal-setting Conferences
Conferences
14 19
Fifth Big ?
Day KGinodael-rseBtitgin?g DCaoynferences Goal-setting
Conferences
15 20
Fourth Big ?
Day NGOoaSlC-sHetOtiOnLg SCLoCn-feArlelngcraedses
16 21
Conferences
Third Big ? Day Goal-setting Conferences
Conferences
17 22
Second Big ?
Day
Goal-setting End of 2TR
Conferences Fifth Big ? Day
18
First Big ? Day Goal-setting Conferences
Conferences
19
Kinder Big ? Day Goal-setting Conferences
20
NO SCHOOL SLC - All grades
21
22
End of 2TR Fifth Big ? Day
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End of Third Trimester
At the end of 3rd Trimester, teachers will review and set goals with their students for summer and beginning of the new school year.
MAY
MON. TUE. WED. THU. FRI.
15
No - TTT Kinder Big ? Day
Early Lit. K-2 BAS - K
16
17
Fifth Big ? Day a.m. Data Wall p.m. SLC 5th
18
Fourth Big ? Day
a.m. Data Wall p.m. SLC 4th
19
Third Big ? Day a.m. Data Wall p.m. SLC 3rd End Afterschool
22
Second Big ? Day
a.m. Data Wall p.m. SLC P, 2 WIDA - P
23
First Big ? Day a.m. Data Wall p.m. SLC P, 1 WIDA - P
24
No School SLC - All grades
25
Kinder Big ? Day
a.m. Data Wall p.m. SLC 1
26
WIDA - P
Setting Goals
Giving students the tools and support to set goals and reflect on their progress is one of the most important ways teachers and parents can support children. Each student can pick a special notebook to write down their goals and journal about their progress along the way.
Here are 4-steps to helping children set goals that matter to them and inspire them to grow and learn!
STEP 1
Let the student choose their “big goal.”
• What’s something you wish you could achieve?
• What’s a challenge you would feel very proud to overcome?
• What would you do if you knew you couldn’t fail?
Your child needs to recognize her progress toward her goal, so be sure it’s something specific and measurable.
STEP 2
Discuss the purpose of your child’s goal.
• For your child to be genuinely motivated to reach her goal, she must understand her “WHY.”
• Why does she want to achieve this goal? Why does it matter? What is her purpose?
• “What do you think is the greatest benefit to you doing well in this class? How can that help others?”
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STEP 3
Break the big goal into smaller steps (and fill out a goal ladder!)
STEP 4
Brainstorm potential obstacles, and make a plan for how you will address them.
• Help your child break her big, long- • term goal into more manageable short-term steps.
• To help your child visualize this
step-by-step process, offer to fill out • a “goal ladder.” At the top of the
ladder, write down the big goal, then • work your way through the steps it
would take to achieve it. •
If you don’t plan for potential obstacles, an unforeseen challenge or difficulty could derail your child’s motivation.
Wish - Think about something you want to achieve.
Outcome - Visualize how it would look and feel to achieve this goal. Obstacles - Picture the things that have held, do hold, or could hold you back from reaching this goal.
• Plan - If and when these obstacles occur, how can you respond? If [insert obstacle] happens, then I will [insert behavior or action].
For more guidance on this goal-setting approach, visit BigLifeJournal.
Primary Extracurricular
Program - PEP
Teachers and Paraprofessionals are invited to offer campus-based enrichment classes or clubs for our primary students on Wednesday. These are expected to be non-sports- based. PEP classes or clubs give our students a chance to develop new skills and experience new opportunities to collaborate with adults and peers.
Course ideas can be submitted HERE.
• Stipend - $15.00 per session
• Class size -maximum of 10 students, minimum of 6 students
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Attendance - Teachers, Staff, and Students
Professional Attendance for Teachers and Paraprofessionals
Regular duty hours for teachers and paraprofessionals are 6:45 a.m. - 2:45 p.m.* (or until students are safely dismissed).
* Note that these times may need to be adjusted during DLP to serve students best *
It is essential to set a good example for the students by being on time to work and for class. Please be considerate as more than two late arrivals in a month are unacceptable.
Daily record for student attendance
Keeping accurate records of pupil attendance is extremely important since we must know which students we are responsible for daily.
Daily attendance will be collected with office staff check-in with you each morning, no later than 7:10 a.m. The office team will enter all attendance on the data system.
Teachers are expected to keep a paper/ pencil record of attendance for their reference, should the Primary Office need clarification and to keep track of patterns of attendance in your class.
All students entering your class after 7:00 a.m. must have a tardy pass. Tardy passes will be given at Gate 4 upon a student’s arrival. If the student does not have a tardy pass, please have them go to the office to get one. For children in grades Pathway- Kindergarten, a Paraprofessional is to accompany the child to the office.
It is imperative to forward all emails to
the office ([email protected] and [email protected]) from parents regarding attendance. Parents will receive a phone call from the office if their child
is marked absent from school if we don’t have an email from the parent, so we must have accurate records.
During DLP, all students will be marked Present, so long as the student is participating in some way in the DLP. If a student is not participating, the teacher is expected to reach out to the family
to problem-solve and inquire about the student. If there is no improvement after 3 days, then the administration will reach out to the parents. If a student is determined unable to participate in any way in the DLP, then they will be marked absent.
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What should the teacher do if a child has an unexcused absence?
On the first day that a child is absent and the teacher has not heard from a parent, please contact the parent straightaway
to determine why the child was not in school. Let them know that you care and ask the parent to send an email to verify the attendance reason and forward this to [email protected].
After the third day of any consecutive absence, please contact the parents to learn more about the child’s situation
to see how we can support the child’s ongoing learning at home. Please bring a packet of work to the office for the child. We can contact parents to pick up the work for their child.
Extended Absence
Parents are asked to pre-arrange extended absences (> 3 days) at least 3 days in advance with the Principal. They need
to complete an extended absence form which can be found on the website.
What does the Primary Office do when a child has an unexcused absence?
On the fifth day of consecutive absence, the Principal will email or call parents
to see how we can help to check on the child’s well-being.
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Student Arrival
and Dismissal
Welcoming Students
Homeroom teachers open their doors to students at 6:50 each morning. Teachers are expected to be at the door or in the front of the class greeting students, not seated at a desk looking at a computer. Class starts promptly at 7:00 a.m.
Morning Work
Between 6:50, when doors open, and 7:00, students should be in the classroom involved in a morning routine when the official school day begins. This routine needs to be taught and practiced. Morning time is an excellent opportunity to offer choices.
Arrival
Students are to be dropped off at the designated gate. All students file directly to their classrooms, except Pathways and Kindergarten. (Pathways & Kindergarten will meet the teacher at Gate 1).
Dismissal
Teachers are to accompany their class
of students to the designated gate and supervise students waiting in line for dismissal. Students are to be dismissed
at the gate of the youngest sibling. Paraprofessionals support dismissal as well to escort students to their cars. Please allow students to manage their own belongings.
Gate 1: Pathways & Kindergarten Gate 2: First Grade & Second Grade Gate 4: Third Grade, Fourth Grade, Fifth Grade
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Teacher
and Class Assignment
Teachers take great care to build new class lists for the following school year. This requires teachers to consider many factors to have balanced classrooms to promote a successful school year. These are the things we consider when making class lists:
• Balance of student strengths and learning needs
• New friendship opportunities for students
In the Spring, the previous grade level teachers create new groups with input from the counselor and Inclusion. In the summer, the administration assigns the teachers to the groups.
Parents will be notified about class assignments during the week before Strong Start. The class lists cannot be released before this event given that groups may still be adjusted to accommodate new students.
To build an inclusive community, we ask parents and teachers not to make requests for preferred teachers. We work diligently to ensure that every classroom is a positive place for learning. A student’s placement may need to be changed on rare occasions and will only be considered in serious circumstances. The confidentiality of these matters will be respected, and the administration reserves the right to deny a request.
In addition, teachers are not to make promises to parents about class placements or separating students from each other. We do not solve problems by keeping students separate.
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Private Tutoring
According to school policy, teachers cannot make referrals for tutoring or other services outside of the school.
ANS teachers are highly qualified teachers who are skilled in meeting students’ needs within the school environment. Therefore, our message should be that we can teach students with diverse needs within our school. We are the experts!
At times, a parent may ask the school for referrals for private tutoring. The Principal or Assistant Principal will be responsible for maintaining a list of private tutors. ANS teachers or Paraprofessionals may include their names on the list of private tutors, but you cannot tutor any student you work with during the school day.
Private Tutoring: If you are providing private tutoring, you may use the school setting given that you follow these requirements:
• Tutoring can only begin after contract hours (after 2:45 p.m.)
• The principal must approve Student/Time/Location by submitting the information
here.
• Students cannot be in your current class or be students you work with during the
school day.
• Tutoring cannot use school resources.
• For student safety, 1:1 tutoring must occur in a common space to be designated by
the administration.
• When a student is dismissed from private tutoring, the teacher must escort the
student to ensure that the child is safely picked up (all grades). If the parent is late, the teacher is expected to wait with the child until the parent arrives. The office is not responsible for watching children in these circumstances.
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Inclusive Community
In the spirit of teaching and learning in a mission-driven school at ANS, we are leaders in excellence in inclusive practices and serving children with disabilities. ANS believes that every child has the right to learn within an inclusive community where children share the exact needs to be challenged, contribute, and be respected for who they are.
Inclusion Services
Inclusion serves children with mild and moderate needs that require small group or individualized instruction. These specialized services may be provided in the regular classroom or an individual or small group instructional setting.
Referrals for learning disabilities will be most valid and informative once a child is at least 7-years-old. It is expected that the school will extend support and intervention to students until the end of 2nd-grade without an evaluation.
A diagnosis of ADHD is not considered an eligible reason for Inclusion Services at ANS. Instead, this information may be helpful for the parents, students, and teachers about what the student is working on so that they can identify the appropriate strategies that support their academic achievement and social well-being.
Data Wall Meeting
A data wall meeting will drive the review of the design of groups for TTT - intervention. The administration facilitates these meetings in which all teachers prioritize students for inclusion and extra instruction intervention time using our school-wide screeners and assessments.
Data Wall 2022-23
GRADE
Kinder First Second Third Fourth Fifth
BOY -
AUG. 18 AUG. 17 AUG. 16 AUG. 15 AUG. 12 AUG. 11
TIME MOY
- 7-10 DEC. 15 - 7-10 DEC. 14 - 7-10 DEC. 13 - 7-10 DEC. 12 - 7-10 DEC. 9 - 7-10 DEC. 7
-
TIME EOY
- 7-10 MAY. 30 - 7-10 MAY. 30 - 7-10 MAY. 30 - 7-10 MAY. 30 - 7-10 MAY. 30 - 7-10 MAY. 30
-
TIME
- 11-1 - 11-1 - 11-1 - 11-1 - 11-1 - 11-1
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Parent-Teacher Conference Meeting
Suppose a student has academic or social difficulties that are not being addressed through the Data Wall or the TTT process. In that case, a teacher can work with
the team to arrange a Parent-Teacher Conference meeting, including the classroom teacher, Spanish teacher, and the Inclusion Lead. This meeting aims to set a goal for improvement and design a plan to support the student in achieving this goal.
Inclusion Meeting
An Inclusion Team meeting can be held to review a student’s inclusion plan, discuss progress, review recommendations from an outside provider or review a request
for an evaluation for Inclusion. A parent
or teacher can request an Inclusion Team Meeting by contacting the administration.
Inclusion
Inclusion means that all students have
the right to feel safe, supported, and challenged at school. All students own this right in the regular classroom as much as possible.
Learning Labs
The Learning Labs provide specialized instruction for students with a range
of needs and learning disabilities. The Learning Lab offers specialized instruction, executive functioning training and individualized behavior management strategies.
STAR Classroom
The STAR Program (Students Transitioning to Academic Readiness) is designed to support the academic and social success of our currently enrolled ANS students who are on the autism spectrum. We believe that students on the autism spectrum will learn best when they learn and play with their classmates in the regular classroom for most of the day. Still, we also believe that our students with autism will benefit from receiving specialized instruction for part of their day. In a setting with reduced sensory input and social demands, we can better support students to self-regulate their emotions, actions, and attention
to ensure that they are growing in their communication, social, literacy, and math skills. A full description of the STAR classroom can be found here.
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Reading Intervention Program
Did you know that a student achieving reading proficiency by third grade is one of the most important predictors of long-term academic success? ANS is working to make sure that all students are proficient in their reading skills by third grade.
These are the steps that our school takes to identify and diagnose any gaps in students’ reading skill development:
1. Screening – All students are tested with a screening assessment three times a year. Starting in Kindergarten, we use Early Literacy Benchmark Tests and the Fountas and Pinnell Benchmark Achievement Test - BAS for reading. These tests are individually administered and help identify target skills each student might need to help him/her progress to the next level.
2. Parent Notification – Before a student receives intervention, teachers contact parents to discuss test results, share plans for how the school will support the student and work together to help students be proficient readers.
3. Power Goal-Setting Conference - The teacher meets with each student to discuss the targeted skills they need to work on and help them set a Power Goal for their work to grow as a reader.
4. TTT or Learning Labs – Students who need to work on a target skill may receive the following intervention:
a. Tier II Intervention – Students who will benefit from extra instruction by your child’s teacher or another teacher in the grade level to help the student achieve reading proficiency by the end of the year.
b. Tier III Intervention – Students will benefit from specialized instruction with Inclusion Lead teachers to achieve reading proficiency. In grades 3-5, students in Tier III instruction typically have a diagnosis or evaluation to support the design of the specialized instruction.
If you are interested in learning more, please visit the following website:
Response to Intervention / Multi-Tiered Systems of Support
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Language: Immersion and ELL/SLL Services
ANS values academic bi-literacy! All students grow and learn their language and literacy skills in English and Spanish from our youngest learners through the 12th grade. If your child is new to our school or they are still learning English or Spanish, your child will benefit from the immersion experience of learning the language in our program.
You can help your child open their hearts and minds to this new immersion experience by encouraging them and letting them know it’s expected that they won’t understand much at first. But over time, they will begin to understand more and more. Our brains have a natural ability to make sense of a new language when we have a powerful purpose of understanding and expressing ourselves.
Here are some common questions that parents might have about ELL and SLL:
Why is the teacher speaking only Spanish or English when all students haven’t learned the language yet?
We believe that when children feel a powerful purpose in using their new language, their brains will make faster progress in making sense of the new language. That’s why teachers will model being faithful to the language of instruction because we know that it’s the best way to help your child learn and take risks with their new language.
Will the students still receive ELL and SLL?
In August, the Language team will screen students to determine eligibility for language services. By the first week of September, the ELL and SLL Language Team will have identified students, notified parents, and begun their ELL or SLL for students who are still learning English or Spanish.
If your child is identified as eligible for ELL or SLL services, it is required that the student receive this service to support their academic needs adequately. To participate in our ANS program, ELL or SLL services cannot be waived.
There is an additional charge for ELL services, and the Business Office will notify parents of the amount. In most cases, the Spanish Lead at your child’s grade level will provide Spanish Language Learning - SLL as well to support your child’s success in learning Spanish. Suppose the school finds it necessary to hire an additional teacher to meet the needs of our students who are eligible for SLL. In that case, there will be an additional charge for SLL services as well, and the Business Office will notify you of the amount.
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How will my child be graded in their immersion classes?
Because ANS is a standards-based school, we will evaluate your child’s mastery of the literacy standards in both English and Spanish, and the other subjects will be assessed in English. The best indicator of your child’s literacy skills will be in their primary language, until they are academically bi-literate.
As the child’s developing language grows, their ability to demonstrate mastery of
the academic abilities will grow. For children beginning in the younger grades, we expect that students achieve full academic bi-literacy in demonstrating knowledge of the standards in both their primary language and their developing language by third grade.
The student is in the early stages of acquiring the language, so grades are not reported for literacy in developing language. (Only for students in 1st year at ANS, excluding Kindergarten and Fifth Grade)
• Level 1: Entering
• Level 2: Emerging
The student is growing their language skills, but we expect the child to be working toward mastery of standards that reflects the child’s language development.
• Level 3: Developing
• Level 4: Expanding
• Level 5: Bridging
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Gifted Education
While ANS does not have a formal program or designated personnel to provide gifted services at this time, we can develop collaborative plans that support appropriate differentiation options in the classroom as needed.
Advanced Learning Plan (ALP)
A plan written by the IT team to address goals and objectives for a student who meets the eligibility criteria for Gifted Education.
Curriculum Extension
Allows students with ALP’s to apply the classroom curriculum at a level that is challenging and enriching. Curriculum extensions can be completed individually or in small groups.
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Orderly and Supportive Environment
Supervising Students
Generally speaking, primary school students need to be supervised by an adult at all times while they are in school. This means that they need to be visible to an adult at all times.
Transitions and Lines
When students show leadership for their independent transitions from one class to another, they grow ownership of their school and empathy for their classmates.
The expectation is that transitions are:
Purposeful - It looks like students are walking.
Organized - It looks like students are paying attention to others.
Purposeful + Organized = It feels calm and safe.
Lunchroom Procedures
Emergency Preparedness
All teachers and paraprofessionals must review the Emergency Preparedness presentation.
Teachers at all grade levels are expected
to teach and model purposeful and organized transitions throughout the day. Our students’ goal is to earn independence in transitions by grades 3, 4, and 5 which
is best achieved when the teachers in these grade levels are responsible for teaching, modeling, and giving feedback to the students about these transitions throughout the year. At times, a class
or grade level may lose the privilege of independent transitions and need teacher escorting to reset the expectations and model for the students.
Classroom teachers are expected to teach students the lunchroom rules and expectations. Classroom teachers will eat lunch with your class for the first two weeks of school or until you observe that the students respond to the lunch duty staff and are independent in their routines and behavior. Periodically, teachers may be asked to return to eating with the students to support these expectations.
Students are expected to make a line, walk inside, stay at their assigned cluster of seating, and use indoor voices while in the cafeteria. They will clean up their area and wait to be dismissed until the lead teacher calls their table before leaving the cafeteria. Students
are not allowed to share food. Teachers should make sure that students know all of the adults’ names in the lunchroom as students feel more accountability when they know the adults taking care of them. Periodically, it would be appropriate for classrooms to show appreciation for these adults to grow a sense of community with the adults.
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Lunch Duty Expectations
Lunch duty staff is responsible for reinforcing cafeteria rules. To provide a safe environment, only one of the members of the lunch duty staff permits students to go to the bathroom, drink water, etc. One member is responsible for ensuring the line moves quickly. Cell phones are not allowed during supervision time. If you need to communicate with the office (extension 2016), please use the telephone at the Hungry Tiger.
Recess Expectations
Recess is a fun time for students to socialize and get exercise. Staff on duty are expected to take an active role in supervising students to ensure that students are playing safely and being inclusive. Even during recess time, the staff on duty continue to be language models. It is expected that staff will maintain their designated language of instruction, whether speaking with students or other adults.
Before leaving the playground, staff on duty usher students out of the playground. Staff may go once students have left. Classroom teachers are responsible for teaching students the proper use of playground equipment.
There are seven main areas to supervise:
1. Picnic table area (PT): Upper area behind the cafeteria that has some picnic tables. In this area, students can walk and rest on the benches. Staff help supervise Upper Playground, specifically the area next to the Basketball Court. Staff are responsible for supporting the nurse and accompanying students to the clinic when they deem it necessary. Also, staff are responsible for ringing the bell once recess is over. They supervise students as they line up along the fence of Pathways to wash their hands and then proceed to the Hungry Tiger.
2. Obstacle Jungle - Upper Playground: Left side of the big terrace or middle area facing the lake. Duty staff will circulate and make sure students play safely using the equipment appropriately.
3. The Castle - Upper Playground: Right side of the big terrace or middle area when facing the lake. Duty staff will circulate and make sure students play safely using the equipment appropriately.
4. Hanging Bridge Castle and Blue Ladybug - Lower Playground: Left side of the lower terrace facing the lake. Duty staff will circulate and make sure students play safely using the equipment appropriately.
5. Bathroom area: Area by Music Room and soccer field. Duty staff will be in charge of two grade levels, including the students in lunch and the students during recess. Redirect students to their area, so they don’t stay around the bathroom.
6. Soccer field: The staff assigned to this area is responsible for taking care of the soccer ball, organizing the soccer game, and acting as the referee.
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Communication in case of an accident on the playground
The nurse stationed in the playground directly communicates with the doctor. In the event of an injury on the playground, we expect staff to support the nurse.
In the case of a serious accident--a head injury, a broken bone, etc.--the protocol would be to send a runner to get the nurse. The nurse would then communicate directly with the doctor. The doctor will decide whether to come to the playground, call an ambulance, or have an adult escort the child to the clinic.
For minor injuries that need medical attention--e.g., cuts, blisters, bloody noses, bruises--a staff member can send a child to the clinic accompanied by one classmate (with a pass).
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Community of Practice for Classroom Management and Student Behavior
Components of School-wide Culture and Whole Child Approach to our School- Student Behavior: wide culture and student behavior - see
Tiger Way and School Rules and
Expectations •
We are growing student leaders who are decision-makers and problem-solvers.
Every student wants to belong and feel successful in school.
The adults in the school are essential models for the values we teach. Every person has inherent rights and responsibilities.
presentation HERE.
• •
• • •
ANS Primary School Parent-Student Handbook
Community of Practice for Classroom Management and Student Behavior
Rights and Responsibilities Referral Form
Tiger Way Plan
• • •
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Build a Classroom Community and a Predictable Environment
Teach School- wide Behavior Expectations
Teach and Practice School-wide Routines
Teach and Practice Classroom Expectations and Routines
Develop a Social Contract with your Students
• Tiger Way • Rights and
Responsibilities
• School Rules and
Expectations
• Referral Form • Consequences
for misbehavior - classroom, school
• Arrival and dismissal
• Hallway
• Playground
• Hungry Tiger
• Health clinic
• Bathroom
location
• Introduce adults
who are available to help
• Attention signals • Transitions
• Organization of
student materials
and work
• Class jobs
• How to ask for
help
• Independent
reading time
• Group Work roles • Sharpening
pencils
• Post schedule
• Use Tiger Way and Rights/
Reponsibilities: involve students in developing the classroom rules for what they need from each other for success.
• Keep your Social Contract alive by using the students’ language and referring to it
“I was thinking about what we said when we wrote our Social Contract”
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Teachers as Models
Personal Concern for Each Student
Model the Behaviors You Expect
Good Teaching
Mental Toughness
• Great students Greet students and parents at the door
• Morning meeting
• Weekly office hours
for parents
• Show you care:
• Sick or absent?
send an email home straight away
• Listen to the child’s thoughts and feelings
• Visible actions related to values are much louder and more compelling than words
• Self-reflection is a helpful skill
• Model that it’s alright to make mistakes
• Model self- regulation
• Model an interest in how our brains work differently for solving problems and learning
• Use high-impact teaching
• Developmentally appropriate
• Limit the time that students are sitting to listen to 10-15 minutes
• Differentiate based on individual
strengths
• Offer choices
within limits
• Take every child’s
academic success seriously, it’s our job!
• Make learning relevant
• We don’t play or write about violence
• “ I am a teacher and my job is to show you a better way. I will not take it personally what you do or say.
• I will not yell at you.
• I will not lose
control.
• I will not give up on
you.
• Teaching is
tough and can be exasperating, but... (have your top 3 reasons why this is the #1 job)
Teach Social Skills
SEL Instruction
Peace Place
Regroup
Targeted Social Skill
• Weekly SEL lessons • The CASEL
standards establish essential skills
that teachers
can reinforce throughout the school year
• It gives students the support to solve problems with steps they can take before their problem turns into a bigger problem.
• Teach and role play at the beginning of the year
• Posted in all areas of the school.
• Encourages self- regulation of
emotions
• Allow space
and time for the student to calm down and get their thoughts organized to get ready to learn.
• Use mastery approach for social skills
• Identify one social skill that will help your class work together better
• Students develop a collective definition
• Post a silent rating throughout the day
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Communicate Clearly
Keep it simple
PSR
Genuine Feedback
Acknowledge Student’s Feelings
• Private, quiet, and discrete
conversations about behavior problems
• Use positive expectations:
“I need you to...”
• For behaviors that are not harmful, talk with the student away from peer attention.
• What are you doing taht is causing a problem?
• What are you supposed to be doing?
• Are you ready to do that now?
• True appreciation is a feeling not a strategy
• Make a statement of appreciation after the behavior you wish to comment on
• Be random and unexpected
• Be genuine, honest
• “It seems like
you really want attention right now. I like attention too. can you wait until
I am done, then you can ask me a question?”
• “I’m very sorry,
I’m guessing it’s something I did that made you
so upset. After calming down, can you tell me how
I can be a better teacher for you?”
Keep parents informed along the way - Build a partnership with parents
Help Child Change Behavior
Tiger Way Plan
Check-in & Check- out
Differential Reinforcement
Noncontingent Interaction
• Small meeting with teacher, student, and parent
• 3 steps: Set a goal, make a plan, reflect
• Student takes ownership when they get to set their own goal
• Revisit in 3-4 weeks to check on progress
• A check-in and check-out help student set an intention for their day and then review how it went with a trusted adult
• Used to increase an appropriate behavior that
is incompatible with an unwanted behavior
• Call on the student using their name when they are doing
the appropriate behavior and
use nonverbal or private techniques for unwanted behavior
• Establish routines in which students spend social time with you - Lunch Bunch, Teacher table for snack, etc.
• Be fair - make sure that all students get an equal chance.
• It’s unconditional - don’t use this time as a consequence.
• Start fresh every day!
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Teachers as Models
Skils-based Counseling Book Clubs Executive Functioning
• Counseling groups based on a social skill or challenge during TTT
• Evidence-based practices
• Teacher referrals (all grades)
• Self-referrals (grades 2 - 5)
• Reading others’ stories can help build empathy and compassion
• Social skills counseling can be provided through book clubs
• Teach flexibility, problem- solving, coping, and goal- setting.
• - Purposeful transition of strategies to the classroom and home setting.
Non-negotiables - things that we don’t do at ANS
Procedures for managing behavior problems:
Minor Problem
Minor behavior problems (talking back, cheating, interrupting, stealing an insignificant item, pinching (younger children), pushing (younger children), teasing, inappropriate talk, uncooperative behavior, etc.. Note: If another child has been physically hurt, then the behavior is not minor.
The first time, talk with the student and use Communicate Clearly Expectations for positive and supportive approaches to address the problem.
a. The teacher communicates with the parent about the minor problem.
If the minor problem continues (3 or more times), write a referral and turn it into administration.
a. The teacher communicates with the parent that a referral was submitted to the office for a minor problem.
b. The administration will talk
with the student and notify
the teacher if there are any recommendations for helping the student to improve.
•
•
•
•
•
• •
• •
• •
•
Public intervention or behavior management - writing names on board, clipping, discussing child’s problems in class.
Collective punishment - make all students experience a consequence for a few students.
Manipulation - “If you do ___, you will get ____.” or “ Look how nice Fulana is sitting.”
Use sarcasm, argue, yell, insult, compare or make loud noises to get attention.
Have students correct other students or expect students to report other students’ misbehavior. Rewards and bribes for behavior. Talk about students with another adult within the classroom. Favoritism.
Promise students, you won’t tell anyone about misbehavior. Arbitrary loss of privilege.
Use of behavior reinforcement programs that are not on this menu. We work as one school.
Work in isolation.
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Major Problem
1. Major behavior problems (hurting others, stealing something valuable, profanity, writing or drawing about violence after being talked to about it, harassing others, threats, etc.).
2. If another student is hurt, address the needs of the injured student first.
3. If the student has hurt someone,
tell the student calmly to report to the office to get help with fixing this problem (Grades Pathways - K5: An adult should accompany the student).
a. Send the referral as soon as you can so the office knows what the problem is.
b. Students will complete a Behavior Reflection Sheet, and the administration will talk with the student, conduct an investigation and decide the consequences for the behavior problem.
c. The administration will notify
the parents of the injured/hurt student and the student who was responsible for the problem.
4. If the student’s behavior is major, but nobody is hurt, write the referral and send it to the office as soon as you can.
5. Guidelines for communicating with parents about behavior problems
a. No surprises. Keep parents informed if you are concerned about something, so they have a chance to help fix the problem.
b. Do not use any other student names when explaining the problem to the parent.
c. Never discuss another child with any parent except their own.
d. Only discuss the consequences for their child, never those for other students.
e. Especially the parent of the child who has been affected, let parents know that we care and that we are helping.
a. b.
The administration will call the student to the office when they have time to talk with the student and to conduct an investigation.
The administration will notify the parents of the major referral.
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Major Problem
6.
Guidelines for dealing with behavior situations.
a. It is imperative that when a child states that another child has done something, the adult must investigate the situation before proceeding with any steps to take care of the problem. In this case, an adult would need to ask each child what happened, giving both children a chance to explain what happened.
b. Administration will go to get the child once they have received the behaior referral and when they have time to address the problem. The only time that a child needs to go to the office immediately is when there is a situation of serious injury. Rarely does a student in grades 1-5 need to be escorted to the office. You can calmly ask a student to go to the office to get help with fixing this problem. Please note that children should only be asked to leave the classroom if a child has hurt another child.
c. If a child refuses to go to the office, try disengaging for a bit.
If it doesn’t help, calmly let the office know you need help. Often, a new person coming to the situation will shift a student into a new space, and they will be ready to cooperate.
d. Most behavior problems between students need some form of investigation, and the administration is responsible for conducting these investigations.
e. Teachers are never to search
a student or their personal belongings like a backpack. Only the administration can conduct searches if deemed that there is a significant danger to the student and others. These take place with a witness.
f. Whenever a student threatens to “hurt” or “kill” another student or themselves, the teacher
must notify the administration immediately. There is a specific protocol in place to deal with these serious problems.
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Consequences for minor misbehavior in the classroom
Speak privately with the student.
Help the student see how the desired behavior is in their best interest, why a change makes sense.
Use direct request
I need you to ___.
It’s time for___.
To get ready to learn, I see you ______.
Offer choice within limits
You can read ___ or ___.
We need to get our work done. You can finish it ____ or ____.
Change seating
Change transition expectations
Meet with student and parent to set a goal to help the student improve
School Disciplinary Consequences - Any of these may be used, depending on the situation.
1. Behavior Reflection Sheet
2. Problem-solve
Tell me what happened.
What did you need? What did you want?
How can you get what you need (or want) without (getting in trouble, hurting others, disrupting the class)?
3. Restorative Plan
The child finds a way to fix the harm caused by taking away others’ rights.
4. Loss of privileges
Logical loss of privileges related to misbehavior.
5. Tiger Way Plan
Meeting with a parent, teacher, and student to develop a goal and plan to change behavior.
6. Intensive Social Skills Instruction
A plan is developed in which a child learns targeted social skills and practices through structured sessions to apply the skills in the classroom setting.
Intensive social skills instruction can require parents to be involved and may require parents to seek professional help from an outside provider.
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7. Suspension
In-School Suspension (ISS)
In the event of a major problem that has not been repetitive, the child does not attend classes, specials, or recess/lunch. The child eats lunch/ snacks in the ISS.
Out of School Suspension (OSS)
In the event of a major problem that has become repetitive or a child has taken away others’ rights to be safe, have privacy, learn, or be heard. Depending on the severity of the situation, a child’s return to school from OSS may require a professional psychiatric evaluation and treatment.
Re-entry meetings are held after a suspension in the morning when
a child returns to school with the administrator, parent, student, and teacher (if available). The child is expected to explain what they did to get suspended, why this is a problem, and how they plan to re- enter the school.
8. Expulsion
A student’s ongoing enrollment in the school may be terminated in the event of very serious behaviors involving others’ rights to be safe, have privacy, learn, or be heard.
Regroup
Sometimes students just need some
time to regroup, calm down and get their thoughts organized to get ready to learn. Teachers can catch students before they do something to get in trouble by referring a student to regroup in the classroom at a “Process Table” with the following cues:
I am Ready to Learn when:
• My brain feels organized.
• I know what to do.
• I am in control of my feelings.
Students may self-refer themselves to the “Process Table” before they get themselves in trouble. It is important that regrouping time is always preventative and is not about being in trouble for it to be effective. Have students help with deciding 2-3 options for the Process Table that allows them “regroup,” such as a zen garden, glitter bottle, nature pictures.
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Peace Place
Peace Place is not to be used as a form of punishment. Because conflict is a normal part of getting along, Peace Place gives students the support to solve problems with steps they can take before their problem turns into a bigger problem. Students are taught how to use Peace Place at the beginning of the year. Peace Place areas (with the steps) should be posted in all areas of the school.
1. The rules for Peace Place are:
I agree to work out the problem.
I will listen and not interrupt.
I will talk calmly and use kind words. I will be honest.
2. The steps for Peace Place are:
1. Talk about what is not working. “It isn’t working when you ....”
2. Talk about what each of you needs.
“I need you to (stop) ....”
3. Agree on what you can do to
make this work.
“To make this work, I can....”
4. Make sure you have a plan and
thank each other for working this out.
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Professional Culture
ANS Meeting Structures
We need different kinds of meeting structures to maximize our time together to work together and solve problems. Our meetings should always have a defined purpose and achieve our goal of “Inspire Humanity.” In all meetings, we work
to prioritize relationships and position technology. Our three Super Power Meetings include: Be Purposeful, Be Present, and Protocol.
Types of Meetings
Shoulder-to-Shoulder
We need everyone present to share ideas and learn from each other to have shared clarity and build community.
Flexible
Agenda-driven meetings allow folks to look at the agenda and determine if they need to attend or not.
Pathways
We all reach the same point of learning through multiple pathways that allow teachers to choose what works best for their learning style and make the best use of everyone’s time.
Structures for Learning Leaders Collaboration
The Structures for Learning Leaders Collaboration supports the collective
work to lift the level of instruction and provide teachers with ongoing support for growing as a professional. The structures offer a way for all teachers to take risks
to try new instructional approaches
within a supportive community that acknowledges that changing the way we teach is hard work. This list of structures is intended to provide a flexible way for teachers and teams to work collaboratively with coaches, curriculum support, and administrators.
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Professional Development
Professional Development will most often be provided through the “Pathways” structure in which teachers will all reach the same point of learning through multiple pathways that offer teachers an opportunity to choose what works best for their learning style and to make the best use of everyone’s time. At times, PD will be delivered “whole group” when a new set of skills or implementation of a new program requires everyone to have a new set of knowledge or skills.
While new teachers continue to join our community, we recognize that we have valuable expertise within our school to support their Professional Development once the PD has run its course. An ongoing Professional Development Plan will be developed to support new teachers. These PD experiences might include learning leaders or teachers working with new teachers to study an instructional practice and plan targeted observations of teachers who have already mastered the instructional practice. This can easily be paired with other structures such as Deepening Practice Rounds or Participatory Lessons.
Professional Development Pathways - We all get to the same place.
• Early adopters - We want to build the plane ... in the air!
• Workshop sessions - Read and Learn through workshop sessions provided at
school.
• Connect with a web-based teacher community - Locate and learn/ interact with
web-based groups.
• Independent study - Design a schedule to read and study independently.
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Learning Environment
Bulletin Boards
Bulletin boards should be updated monthly and reflect the current curriculum and student work at the grade level. Students taking ownership to design and make bulletin boards is a positive way for them to feel ownership for their school. Posing questions reflects a thinking culture and invites interaction.
Viewing movies in school
In a robust intellectual school, there is
little time for watching movies. It is the principal’s philosophy that movies are often not a productive use of time in
the school day. Before showing a movie, teachers are asked to submit a request to the principal that explains how the movie is the best way to achieve the curriculum objectives. Showing short 2-3 minute clips of a movie is acceptable for instructional purposes and does not need prior approval. Keep in mind that the content of what you are showing matters at all times.
Monitor student writing
Writing authentic and meaningful activities provide students with more reason to be thoughtful, organized, and expressive in their writing. There are many ways to find ways to make writing authentic and meaningful. Also, allowing students to write pieces that will be published, debated, mailed, performed, shared, and bound can get the students excited about writing.
Writing about inappropriate topics is never acceptable. It is a teacher’s responsibility to guide students in knowing when they have crossed the line. We establish a safe learning environment by setting limits about what students write, draw and play. Such inappropriate topics might include violence, gangs, blood, weapons, sex, and crime. It is also the principal’s opinion that students in a robust intellectual culture seldom need to be writing about video games since there are so many essential topics in “real life” that students can be writing and learning about. I especially ask teachers not to use video games as examples for modeling writing.
All adults and students have a responsibility to provide a safe learning environment, and no student has a right to scare others by writing or drawing violent or scary images. If this happens, please talk to the student and notify the student’s parents. If the problem continues, then ask the principal to speak with the student.
If a student has written about something inappropriate, please remove the piece of writing and submit it to the principal.
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Displaying student work
Displaying student work is a positive way to celebrate student learning and to share with the community what students are learning in their classrooms.
Displaying student work is a way to “publish” their work because others will be reading it; therefore, this work should positively reflect each student as a thinker and a writer. “Embracing the mess” of writing by showing process, editing, and age-appropriate errors authenticates
the real work of being a writer, thinker, communicator.
Student work that is displayed cannot contain the student’s name with a grade on it. If your purpose is to display what “4” work looks like, then it should not have the student’s name on it. It is never appropriate to show graded work that is not quality work.
Posting the title as a question such
as “How does our community work together?” prompts students and adults in the school to think more and to be curious about what the students have learned.
Homebound Instruction
When a child needs to be out of school due to a very serious medical issue, the
IT team will meet with parents to decide
if instruction at home is necessary to
keep learning and grow along with their classmates. Homebound instruction is only during the period that a child is not in school. Once the child returns to school, homebound instruction will stop.
The child’s medical issue mustn’t put the homebound teacher’s health in danger. In the case of a contagious disease, we would ask the family to support zoom sessions with the instructor with an adult facilitating the child’s engagement in the home setting.
Ideally, the person closest to the classroom instruction would provide the education to help the student stay on track with their classmates. The ideal instructor would be the classroom teacher or the paraprofessional. If neither person can
do it, then we would look for a teacher in another class in the same grade level.
The homebound instruction is to be scheduled to not interfere with the teacher’s responsibilities at school.
Depending on the child’s condition, the instructor should provide instruction at least 2 hours a day for 4-5 days a week.
The teaching will focus on reading, writing, speaking/listening, and math. A set hourly fee ($20 per hour) and transportation will be at the parents’ expense.
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Library
The ANS Library is open from 6:45 a.m. until 3:00 p.m. each day of the school week except for Fridays and any day before a school holiday when it will close at 2:25 p.m.
Website https://destinity.ans.edu.ni Gmail: [email protected] Contact us: 2252-7327. Ext 2023/2024
Check out periods.
Students in K4 through fifth grade check out books for one week at a time, renewable.
Teachers’ books are dated with the day they check out the books, and they may keep them if they need longer, unless they are needed by another teacher or a student. All books, materials must be returned by teachers before they leave ANS at the end of each semester
Laminating. Lamination will take placed every Tuesday by the approval of the Principal of Primary.
Charges
a. Lost books. In case of lost books or materials a charge on their account will be made.
b. Damaged books. They must be paid or replace by a new book.
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Health Clinic
The ANS Clinic is behind the Primary Office, next to the back of the OSSI ROOM. It is Open Monday to Friday From 6:30 am to 2:45 pm. The School Doctor’s name is Dr. Gabriela Torres.
When sending a student to the clinic, the teacher should:
1. Send a pass that indicates the problem or complaint. Except for extreme emergencies, students will not be seen without a pass.
2. Send only one student per pass.
Valid reasons for leaving class and going to the ANS clinic:
1. Significant vomiting (not just
spitting up or phlegm). flu.
2. Serious bleeding.
3. Animal bite.
4. Headache, stomachache, “not
feeling well” persists beyond 45 to
60 minutes or is sudden and severe.
5. Loss of consciousness.
6. Seizures (after consciousness
returns). (Call the doctor and get an
administrator immediately.)
7. Ill in appearance or behavior
compared to other days.
8. Symptoms of infection (redness,
heat, pain, swelling, pus) in any area (e.g., eyes, skin, tooth/jaw, earlobes, fingernails).
9. Earache (Never put cotton, tissue, or anything into an ear!).
10. Undiagnosed rash, Allergy in the face or the body.
11. Exhibits symptoms of a known chronic illness such as asthma, diabetes, migraines, ulcers, severe allergic reactions. The Doctor will share information with teachers as needed to be prepared for these students.
12. Sore throat (possible streptococcal infection). Just if a child had other
13. Injury to head, eyes, face, ears. (call the Doctor)
14. Bone/joint injury (fractures, dislocations, sprains, strains) Ensure students do not move, bend, or bear weight on the affected bone/joint. ( call the Doctor)
15. Severe allergic reactions to insects/medications/foods such as generalized hives, itching, or swelling of the mouth/throat, construction of chest, abdominal pain, nausea, vomiting, dizziness, or wheezing. (Call the Doctor or accompany the child to the clinic immediately).
16. Suspected head lice (extreme scratching of head).
17. Nose bleed: Use a tissue and pinch nose to close, breathe through your mouth and walk quietly to the clinic.
symptoms like headache, fever, or
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In the case of heart attack or heart failure, the AED machine is located next to the Ossi Room.
Of severe falls or accidents where the head, neck, spinal, or upper leg injury is suspected, DO NOT MOVE THE STUDENT. Send for the Doctor to assess the student and determine if medical services should be called.
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Working with Outside Service Providers for Student Support
What is the outside provider s role at ANS?
To serve the child.
As appropriate, provide evaluation results and written recommendations for the school’s consideration.
What responsibilities does the outside provider have at ANS?
To respect the family’s right to privacy at all times.
To respect other student’s privacy in the classroom.
To encourage positive relationships between school, child, and family.
Provide recommendations based on their expertise and time with the child that can help inform the school for managing and teaching a student with needs.
How can ANS support a positive working relationship with outside providers?
Utilize a straightforward process for referrals and communication with outside providers
All referrals to outside providers must be facilitated through the Inclusion Lead, Principal or Assistant Principal and be documented with a letter (see template) to the parents that answers the following questions:
What is the purpose of the referral? How is this impacting the child’s academic progress?
What has the school already tried? Interventions.
Progress-monitoring results.
Request that evaluation results and recommendations for the school always need to be provided in a written report.
Referral letters are to be signed by the Teacher, Inclusion Lead, Principal, and Parent. A copy of the letter must be placed in the child’s cum folder.
The referring Inclusion Lead Teacher is to follow up with the parent for updates about the process (to be included in the child’s cum folder) within the following time frame:
At a minimum, an update at the beginning of the year and each marking period, four times a year.
Note: Referrals for learning disabilities will be most valid and informative once a child is at least 7-years-old. It is expected that the school will extend learning plans and interventions to students until the end of 2nd-grade without an evaluation.
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Model clear boundaries in your communication with outside providers.
• Ask for the outside provider to submit his/her recommendations to support the child in written form for the school’s consideration. (copy in child’s cum folder)
• Do not hold meetings with an outside provider without gathering the team and preparing an agenda for the meeting.
• Use formal modes of communication that can be documented instead of phone calls or WhatsApp.
• When an outside provider violates confidentiality, stop the conversation. (example: sharing information disclosed in the privacy of the external provider’s work with the child and their family).
• We will not take action whenever
a provider’s requests or recommendations override parental rights, school procedures, or the agreed-upon learning plan.
• Avoid being put in conflict with the parents and an outside provider or with your colleagues in the school.
• Never disclose to an outside provider what you have not already told the parent.
• All requests for teachers to complete questionnaires or submit information about a child are made through the Primary Office.
School staff always facilitate meetings with outside providers.
• Establish a clear agenda for the meeting:
• Define the purpose of the meeting.
• Review written recommendations from
an outside provider.
• Questions regarding the
recommendations.
• All meetings with outside providers
need to include at least two staff members including the classroom teacher and the Inclusion Lead.
• Discussions about making changes to a child’s learning plan will be discussed in a separate meeting with a school-based team.
• If parents invite outside providers to
a learning plan meeting, the school staff members are in charge of the meeting, and the learning plan agenda is followed.
• Make notes on the meeting.
When is it not necessary to meet with outside providers?
• In the event of a disciplinary matter, parents can inform the outside provider about the incident.
• When a child is dealing with personal family matters, it is not necessary to get involved.
• Whenever the outside provider wants to meet with you without the parents knowing that this is a conflict of interest, the meeting should be declined.
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What if an outside provider wants to Do school counselors need to respect observe a child at school? the right to confidentiality?
• Observing a child in the school setting • will be carefully considered due to the privacy of all of our children.
• Parents must request an outside
provider to observe a child in the school setting to the Principal for approval
before any arrangements are made for • a visit.
• The specific purpose of the observation will be given.
• Consideration will be given to the
purpose of the visit and the school’s • relationship with the outside provider.
• Plans for accompanying the outside provider will be made to assure that children’s rights are protected.
• Rather than observing, the Principal • may consider other methods that the outside provider could get information about the child, such as behavior
ratings or behavior logs.
In school, we are working as a team to support children to learn and be safe and kind friends. Using a skill-based counseling program, we use evidence- based practices that build on students’ skills in the classroom.
If the counselor observes that a child has more complex personal, family, or mental health matters, then this would be an appropriate referral for therapy to an outside provider.
Immediately, school counselors have
an obligation to let the Principal know whenever there is reasonable suspicion of abuse or concern for the child’s well- being, including suicidal ideation. Immediately, school counselors are
to assume responsibility for the well- being of a child who has threatened to hurt themselves or others. The school counselor is to notify the administration and parents before the child leaves the campus that day.
• School counselors are not to take action on a parental request to observe a student or take action on matters with other students without administration and the classroom teacher being aware of the situation.
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Schedules
Fidelity to schedule
The schedules are developed to guide teachers in designing a school day with the following principles:
• Equity - Instructional use of time should provide students across the grade level with the same access to learning in each academic area.
• Best practice - The distribution of time across the school day reflects current research about the most effective ways to use the time to support learning at the primary school age.
• Student-Centered Learning - Each academic area provides a block
of time that allows students to engage in being a reader, writer, or mathematician. Students in these blocks of time have opportunities to collaborate with others and make choices that empower them as learners with agency.
• Personalized Learning - Given time for TTT and blocks of time that provide time for guided reading, writing conferences,
math conversations, and targeted intervention, students will get the support they need when they need it.
Non-negotiables about Schedules:
Some flexibility allows teachers to take
a few minutes here and there to enable teachers to be responsive to students, however consistent deviations from the schedule are unacceptable. This flexibility is only expected in the academic areas as recess/lunchtimes should be adhered to at all times. Transitions to/from PE and TTT should be taught to be calm but efficient routines.
Higher-impact routines have replaced some previous components of the schedule. These routines are no longer a daily routine:
•
•
Morning and Closing meetings - SEL (Social-Emotional Learning) will be incorporated into the Content block - 15-20 minutes - 2 times/week. These lessons will incorporate Brain Power, Executive Functioning Lessons, and Targeted Social Skills relevant to your grade level.
Traditional Calendar - Traditional calendar routines with students talking about the weather and days of the week have been replaced with the Number Corner routines in the Mathematics program. Teachers incorporate the discussion about today, tomorrow and yesterday into our work to set up learning plans for the week.
The weather discussion will be incorporated into the Science curriculum.
Schedules for 2022 - 2023 can be viewed HERE.
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Primary School Grading and Reporting Practices
Grading Periods
The school year is divided into three trimesters (ending November, February, and June). In addition to the report cards published at the end of each trimester, the Primary School hosts Student-Led Conferences three times (November, February, May). These conferences enable students to develop ownership over the learning process and communicate their strategies for the next steps and goals in becoming self-led learners.
Report Card
The purpose of the report card is to communicate with parents and students about achieving specific learning goals.
It identifies students levels of progress concerning those goals, areas of strength, and areas where additional time and effort are needed. See the Report Card site for more information. Primary School submission.
Grading Scale
The repot card communicates the level of mastery of the ANS Learning Standards. ANS uses the Project AERO Framework to design standards-based learning. Those standards are communicated out through the domains of a subject area. Mastery grading takes into consideration the process and the products of student learning. No grades are averaged across time nor standards. The level of mastery of grade-level standards at the reporting time is communicated on a 1 – 4 scale.
4- Masters Standard, 3- Meets Standard, 2- Approaches Standard, 1- Not meeting Standard
Process & Product
Learning is a natural process that is dynamic for each learner. Grading and reporting practices seek to formalize the communication around benchmarks
in student learning. Learning Galleries (digital & physical) allow students to
tell the story of their learning journeys. The products compiled in the Learning Gallery are touchstones that represent the learning process. Each students’ voice, paired with the teacher’s anecdotal observations and formative tracking, allows for the whole picture of student mastery of standards. The triangulation of these various data points determines mastery in a given domain and subject at reporting time.
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Language Development
ANS students develop biliteracy in Spanish and English. Students begin this journey as speakers, listeners, readers, and writers with different levels of language.
Language development will be reported out on the report card, as seen below.
As students are entering or emerging language development, their literacy grades will not yet be reported for that language, only for the first year at ANS. This does not apply to Kindergarten nor 5th grade. New students in 5th grade must receive a literacy grade, regardless of language development.
If a student has a language proficiency level of 1 or 2 as an ELL or SLL learner, please put N for their literacy grade. This is only for students in their first year at ANS and it does not apply to Kindergarten or Fifth Grade,
If a student has received a literacy grade in their previous school year, we will grade the student in literacy, regardless of their level.
Yet, once a SLL or ELL student begins developing language, their literacy grades will be reported in addition to their language level. Be sure to check with our Language team as all of our students have grown their proficiency levels. We should be reporting their level for the end of the trimester, not the beginning of the year.
Literacy grades for beginning ELL and SLL students:
The student is acquiring language skills in English or Spanish. A student in the early stages of acquiring the language, will not be graded for literacy in the developing language.
[ ] Level 1: Entering
[ ] Level 2: Emerging
The student is growing their language skills, but we expect that mastery of standards reflects the child’s language development.
[ ] Level 3: Developing [ ] Level 4: Expanding [ ] Level 5: Bridging
Student 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 (Pathways, K - 5)
Reflective (1 - 5)
Well rounded, Accountable (3-5) Open-minded (4-5)
The ten ANS Student Traits are gradually introduced from Pathways through tenth grade. We believe that all students can develop mastery of these traits in their journey as learners. Their demonstration of these traits follows the same scale, except for level 1, since we believe that these traits are indeed in development for all students.
4- Masters
3- Meets
2- Approaches
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Narratives
The narrative is a qualitative description that serves as a sketch of the holistic portrait of the child as a learner. It is not meant to be informative in isolation; instead, in conjunction with the standards- based grading section, the story of the child’s learning is communicated as a snapshot in time.
As the parent and student read their narrative on the report card, they should know how they engage as readers, writers, and mathematicians. What were they working on as a writer? What did they
do to become a more powerful reader? How are they thinking more deeply about math? These personalized statements that describe the student show the parent that you know them as a learner.
The first 1-3 sentences of the narrative are the same for all students in the grade level. These learning statements describe the learning focus, the what. Each section in literacy and math is personalized for the individual student, describing the student as a reader, writer, and mathematician. These personalized sections describe “how” the student achieved the standards, focusing on the practices and approach to learning.
The format of the narrative should include: Overview of learning-same for all students, max - 250 char. (English)
(leave a space)
English Literacy:
(personalized for each student)
Math:
(personalized for each student)
Spanish Literacy:
(personalized for each student)
It is not necessary to use terms such as smart, happy, or sweet. Instead, tell the parent what you see the student doing
as a learner. Use your powerful language from Units of Study and our mathematical practices.
The Narrative for 1st and 2nd trimester
is limited to 1000 characters and 1400 characters for the final trimester. The Narrative should be entered in the Literacy section.
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Pathways Trimester Reports
Pathways is a learning model where we, as a community, honor natural curiosity as the driver for all early learning. In creating an environment where children interact, explore, and learn with each other and their environment, the teachers use observations and feedback from parents to make the child’s learning visible along a developmental continuum. Teachers seek to understand “What does this child know? What is he or she able to do?” to support the child’s continued growth and development.
The Pathways program uses the Development and Learning Report as the child’s trimester report. The Development and Learning Report highlights a
child’s strengths in particular areas of development and learning. Parents can see the areas in which their child can demonstrate their abilities and highlight the next areas of growth and learning.
The seven areas of development and learning include:
• Social-Emotional Development
• Physical Development
• Language Development
• Cognitive Development
• Early Literacy Skills
• Early Numeracy Skills
• Second Language Acquisition -
English or Spanish
The Development & Learning Report does not communicate achievement of pre- defined indicators, as this practice does not align to a growth-based assessment philosophy, adaptable to the wide range of ages and development present in an early learning population. For external purposes, Pathways Faculty and administration prepare required documentation as needed.
Grading Scales & Conversion to National System
The ANS Report Card is the official record of student achievement, published each grading period and retained during
the student’s learning journey at ANS. For external purposes, the Report Card serves to communicate the student’s achievement. For the sake of clarity to communicate with external systems,
it should be accompanied by the ANS Assessment Philosophy and these Primary Grading & Reporting Practices documents to be interpreted by other methods.
For communication purposes with the Nicaraguan Ministry of Education, the ANS Report Card is translated into the grading scales established by that authority. In this way, the Certificado de Notas or Grade Certificate ought to be interpreted as a translation. This approximate translation cannot be construed in alignment with the ANS Assessment Philosophy or this document. The percentage-based system and the standards-based grading systems are mutually exclusive of one another. In that way, the Certificado de Notas should be interpreted as an approximation rather than a literal translation. Mastery will be approximated as 100%, Meeting will be approximated as 90%, Approaching will be approximated as 75%, and Not Yet Developed will be approximated as 59%. These are only used for MINED purposes, not for applying to our ANS reporting system.
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