Jamieson Elementary 2011-2012

1. Jamieson Elementary2011-2012 School Wide Goals and Objectives to Improve Student Learning

2. Celebrations • Linda Murakami’s Return • Jennifer Miller receiving her masters in teaching Mathematics. • Student Attendance Rate above 95%. • Teacher Attendance Rate above 95%. • Average Student Growth Awards.

3. ISAT % Meets and Exceeds

4. ISAT % Exceeds

5. Welcome • Suzan Abedrubbo – Arabic Bilingual Teacher (Every other Monday, and every Thursday/Friday). • RaghbatAjaz – Urdu Bilinugla Teacher (Every other Monday, and every Tuesday and Wednesday).

6. New District Leadership • System Focus – College and Career Readiness • System Wide PD on Common Core Standards • Student Quarterly Assessment • Increase in Instructional Time • System Network Structure • Elimination of AMPS • Area Networks

7. Organizational Updates • Special Arts Schedule • TAG • Bilingual Schedule • Use of Google Calendar • Right At Home – rooms needed • Sports Programs/Coaches • Open House and Parent Contact. • PPLC / Principal Leadership Team • EL Achieve • Start of the school day? 8:50 a.m?

8. Faculty and Student Library Orientation Topics Include: New programs such as Tumblebooks, BookFlix, and SOAR and old favorites such as Reading Counts. Schedule will be coordinated by Mrs. Loftus

9. Accessing eIEP’s & 504 documents • All general education teachers that service special education students must have access to and have read: • Section 10 a, b, c (accommodations/modifications) • Section 11 (specialized instruction) • Section 13 (curriculum, grades, and promotion) at a minimum.

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11. Principal Philosophy • 5 R’s of a solid education (Reading, wRiting, aRithmetic, Respect, and Responsibility). Theory of Action If we focus on a rigorous, thoroughly planned approach to teaching the content, improving instruction and assessment, ensuring a strong foundation in literacy and numeracy in all subjects, including the arts, while using research-based or proven methods then we will be more successful and capable in tailoring our instructional practices to better meet the learning needs of students, improving their achievement, and ensuring their continued growth, and success while preparing them for college or the world of work.

12. What we have done • Vertical alignment of a new math, reading, science, and social studies curriculum. • Introduction of MAP for quantitative skill analysis. • Introduction of ST Math and Compass Learning to target skill needs • Implementation of a Balanced Literacy approach to Language Arts.

13. 2011-2012 School Goals • Hit 65% of Growth Targets in Reading and Math • Minimum of three levels of differentiation in reading rooms based on MAP. • Balanced Literacy approach to reading instruction • Involve Students in Determining Growth Targets • Regular Teacher-Student Growth/Goal Discussions • Individualized Learning Path (ILP) for Every Student (Monitor/Parents) • Student Incentives for meeting Growth Targets • Focus on Writing both in responding to literature and in essay format (Special emphasis on Persuasive).

14. Weekly Faculty Meetings • Focus: Teaching and Learning • Full Faculty meeting on the first Wednesday of every Month. • K-3 and Bilingual meeting the second Wednesday of every Month. • 4-6 and Special Arts meeting the third Wednesday of every Month. • 7-8 meeting the fourth Wednesday of every Month. • Special education teachers attend their specific grade cluster meeting. • Managerial information, need to knows, for the upcoming week, (i.e. important dates, events, schedules etc.) will be emailed the first day of the week or on Jamieson calendar.

15. Weekly Team MeetingsBeginning Monday, October 3rd • Week 1: Data and Instruction meetings with Administration • Week 2*: Team meetings – Instructional topic of choice • Week 3: Writing in response to reading meetings with Administration • Week 4*: Team meetings – Instructional topic of choice • *Please email notes from the team meeting to your administrative team member.

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17. Additional Unit Criteria • Teacher monitors hall upon student entry, while students change classes, and upon student exit. • Teacher provides daily updates to class page for homework assignments. • Teachers list, weekly, on the web page the task/skills to be taught during the week. • Curriculum Map is followed and updated as needed.

18. Additional Unit CriteriaTeaching Criteria • Instruction • Task is clearly articulated • Students are actively engaged in the task • In what ways are the students and teacher interacting in relationship to the task? • Is the task rigorous? • Teacher ends the lesson on time reinforcing key concepts relating to the task. • Teacher movement enhances students’ engagement . • Questions are scaffold to promote higher order thinking. • Evidence of writing in response to the task/reading.

19. Additional Unit CriteriaTeaching Criteria • Differentiation of Material/lesson • Scaffold Instruction • Modeling • Guided practice • Teacher observation and feedback • Independent practice. • Explicit Teaching • Verbalizes thought processes while modeling. • Assists students in making connection to the task by asking probing questions. • Clearly defines expectations and outcomes (verbally or with rubric) • Tiered Assignments • Assignments vary in complexity based on RIT level. • Assignments provide options for varied learning styles • Flexible Grouping • Groupings vary depending on activity and/or task. • Students are grouped using MAP data. • Small Group and independent centers are utilized.