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Jamieson Elementary 2012-2013

Jamieson Elementary 2012-2013. School Wide Goals and Objectives to Improve Student Learning. Welcome. Colin Shevlin – 4 th Grade Teacher Rosemary Barilla – 8 th Grade Teacher Stacy Wennlund – ESL/Classroom Teacher Ha Trieu – Vietnamese Bilingual Teacher Mary O’Connor - LRA.

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Jamieson Elementary 2012-2013

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  1. Jamieson Elementary2012-2013 School Wide Goals and Objectives to Improve Student Learning

  2. Welcome • Colin Shevlin – 4th Grade Teacher • Rosemary Barilla – 8th Grade Teacher • Stacy Wennlund – ESL/Classroom Teacher • Ha Trieu – Vietnamese Bilingual Teacher • Mary O’Connor - LRA

  3. Celebrations • Average Student Attendance Rate above 95% • Average Faculty Attendance Rate above 95% • Student Growth Awards

  4. ISAT % Meets and Exceeds

  5. ISAT % Exceeds

  6. NWEA Reading

  7. NWEA Math

  8. Organizational Updates • Longer School Day Schedule • Beginning and end of the day routines. • Lunch (procedures and teacher lunch) • Opening Bulletin • Concordia Tutoring Program • Locking of classroom doors. • Bilingual Schedule – WAPT – Screener - TBD

  9. Organizational Updates • Class Web Page • Use of School Google Calendar • Sports Programs/Coaches • Open House and Parent Contact. • PPLC / Principal Leadership Team • ASAS – David Joseph • Check Impact for correct class assignment/gradebook.

  10. 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.

  11. BREAK

  12. 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.

  13. 2012-2013 School Goals • Hit 65% of Growth Targets in Reading and Math • Minimum of three levels of differentiation in reading rooms based on MAP. • Regular Teacher-Student Growth/Goal Discussions. • Increase the amount of active engagement of students in the lesson both with teacher, but more importantly among one another. Lets hear the kids talk. • Student Incentives for meeting Growth Targets. • Continued Focus on Writing both in responding to literature and in essay format (Special emphasis on Persuasive).

  14. Weekly Faculty Meetings • Use of Google mail and School Calendar • 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, September 24th • Week 1: REACH • Week 2: Data/Teaching and Learning • Week 3: Common Core State Standards

  16. 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.

  17. 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.

  18. 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.

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