“Seven Essentials”

1. “Seven Essentials” The seven key elements for Norton Public Schools: What is Exemplary? Sarah Alves and Marc Liberatore

2. Well-Structure Lessons (I.A.4) • Incorporating technology and staying current on technology • 100% engagement • Student-centered lessons • Lesson sharing with team and/or department members (or teaching lesson to others) • Kid-friendly language – students give the objective • Lessons adapted or created to reach every type of learner (Blooms) • Classroom reflects learning interests and goals • On-going assessment for duration of lesson • Strong objectives and standards-based lessons • Teach to your audience • Incorporate student learning styles • PD to co-workers on lesson planning • Summarizers and activators- hands on • Chunking lessons • Meet the current needs of all multi-intelligences • Collaboration with team-inter-disciplinary units

3. Variety of Assessment Methods (I.B.1) • Share assessments with team • Create district assessments/common assessments • Share progress monitoring strategies at PD, Staff Meeting, PLC • Behavior data-graph and share and implement new plans • Differentiated assessments based on student learning profile • Verbal, alternative assignments, presentations and portfolios • Working with grade level/subject teams to align assessments with grade below/above to help prepare for the incoming class • Self-assessments • Technology based assessments

4. Adjustment to Practice (I.B.2) • Modeling with your team • Inviting others into your classroom to observe new/unique things • Try something new every month or so • Use resources to research new practices • Use what you learned in a graduate class – apply to practice • Create a chart to show how we can continue to adjust our teaching practices in order to reach each student’s full potential • Summarizers and activators • Self-assessments • Comparing and sharing data with your team • Adjust behavior plans as needed • Flexibility in lesson plans to account for student needs • Using student feedback to guide future lessons/adapt lessons • Flexible approach • Observing other teachers / approaches • Trying new social interventions • Always changing and modifying your practice – revisiting and refining

5. Meeting Diverse Needs (II.A.3) • Providing students with different options to succeed and sharing ideas with co-workers • Communicate with parents about individual needs • Differentiate instruction to target all learning styles • Modifying work and assessments • Behavior plans with home communication • Team member support with needy students • Progress Monitoring • Running a workshop on PD Day • Utilizing assistive technology • Tiered lessons and offer options • Individualized intervention, correction, and enrichment activities • Before and after school help – Group and individual • Utilize student learning styles • Multi-sensory approach • Sharing all of the above with families • Individualized organizational system for students • Communication with staff about changes with student • Class / grade level activity to raise awareness in school community about disabilities • Communication / management of multiple paras

6. High Expectations(II.D.2) • Responsive and consistent • Demonstrating clear and accurate lesson content to all students • Demonstrating flexibility in teaching multiple levels (grades / course difficulty) • Data showing student growth in specific areas • Invite colleagues to observe classroom expectations • Re-do options • Share ideas • Hold same expectation forALL learners • Working with staff and paras to maintain the same consistent expectations • Routines • Model how to accommodate for ALL learners • Students set goals • Student jobs- active participant in classroom • Provide exemplar examples to students • Conferencing • Set the bar to meet realistic expectations for different learners. • Fair is not always equal • Self-evaluations for effort • Model clear expectations, but expect students to show their best work. Show how they can go above and beyond in their work!

7. Parent/Family Engagement (III.A.1) • Positive emails to parents • Family curriculum nights above expected nights • Class blogs • Weekly newsletters • Parent volunteers coming in regularly (special events, guest readers) • Check-ins on child’s progress by email, phone, etc • Attending extra school/district events to volunteer (ie Winter Carnival. Breakfast with Santa, Ice Cream Social) • Attending after school / evening events (i.e. band concert, softball game) • SEPAC and PTO meetings • Hosting family project / activity night • Encouraging families to participate in important school / public informational evenings • Sharing examples of student work with parents (via email or conference) • Courtesy phone calls to parents to check in on students when absent • Remind/Twitter/social media/ Google classroom • At home resources for families • Special Olympics • Coordinating special events for students & families • Underclassmen awards, Memorial Day Assembly, Health & Fit Fair

8. Judgment (IV.F.1) • Variety of methods of communication with parents depending on the situation • Communication log showing regular and appropriate communication • Following proper protocols and documentation of events occurring at school • Incorporating internet safety into lesson plans • IEP / Parent meeting notes (glow, glow, grow) • Integrate ALL students into ALL settings • Intervene if you see something off • Seek out professional learning opportunities (conferences, peer teaching, mentor) • Handling an over the top/challenging parent in a professional manner, while still maintaining a relationship • Run/coordinate district wide programs, professional development, learning opportunities