The big picture at Morris Brandon

1. The big picture at Morris Brandon The view from MBES Administrative Team

2. Vision and Mission Nurture, inspire, and support students in becoming lifelong, responsible, compassionate inquirers who develop a global perspective. Create a rigorous learning environment that prepares our students to be leaders in the global community.

3. Beliefs We will work collaboratively to: provide our students with authentic problem solving experiences and relevant academic experiences encourage students to take active roles in their learning through hands-on activities and guided inquiry immerse our students in a technology-rich setting employ diverse instructional techniques to meet the needs of all our students celebrate diversity and model a fully inclusive community

4. Where we’ve been and Where we’re going 2016-2017 2015-2016 2014-2015

5. Morris Brandon Elementary School (North Atlanta Cluster) Cluster Mission & Vision District Mission & Vision School Mission & Vision With a caring culture of trust and collaboration, every student will graduate ready for college and career. A high-performing school district where students love to learn, educators inspire, families engage and the community trusts the system To implement IB with depth and fidelity for all students in order to develop inquiring, knowledgeable and caring young people who will graduate ready for college and career. A high performing cluster where students, educators and families work together to create a better and more peaceful world through intercultural understanding and respect. To nurture, inspire, and support students in becoming lifelong, responsible, compassionate inquirers who develop a global perspective. To create a rigorous learning environment that prepares our students to be leaders in the global community. Signature Program: International Baccalaureate Key Performance Measures School Strategies School Priorities • Increase Math Performance in Proficient and Distinguished categories from 72% GA Milestones. (include a STAR Math measure for K-2 after baseline year) • Increase Science Performance in Proficient and Distinguished categories from 72% to GA Milestones. • Maintain an 81% or higher rate of students performing in the Proficient/Distinguished categories on GA Milestones in ELA (include a STAR Reading measure for K-2 after baseline year) • Maintain a 74% or higher rate of students performing in the Proficient/Distinguished categories on GA Milestones in SS • Increase Total Progress Points across all academic areas from a 72.8 (from ELA 75.6, Math 78.4, Sci 65.3, SS 71.8) • Satisfy all IB Program standards, reducing MTBA from 14. • Increase stakeholder (student, personnel, parent) satisfaction as measured by GA climate survey. • A. Utilize the Eureka Math curriculum resource with fidelity in K-5. • B. Develop and implement an ongoing professional development plan for continuous support in best practices in content area instruction. • C. Define, refine, and implement an instructional framework that is implemented with fidelity in K-5. • E. Utilize standards-based common assessments and progress monitor student data by implementing a data analysis and response protocol to provide remediation and enrichment where needed. • F. Implement the 5-year action plan submitted to the IBO in response to the 2015 evaluation. Improve student mastery in Math and Science Maintain student achievement levels in ELA and Social Studies Implement the IB PYP model with fidelity Ensure all subgroups are making academic progress across all content areas. Academic Program Uses of Flexibility/Innovation A. Provide targeted professional learning opportunities focused on the implementation of the Georgia Standards of Excellence and the IB PYP. B. Implement intentional vertical and horizontal alignment collaboration throughout school and cluster. C. Increase the number of Gifted certified teachers in order to implement a Gifted model that aligns with the IB PYP. D. Continue to onboard qualified DLI staff (bilingual teachers and paraprofessionals) 5. Build teacher capacity in core content areas, particularly math and science 6. Ensure all faculty receive and maintain adequate training and certification needed to implement the IB PYP with fidelity, to include DLI. Talent Management Uses of Flexibility/Innovation • Ensure adequate funding and resources are in place for progress monitoring, remediation, and enrichment tools and resources. • Ensure school day/year schedule and programming allows time for remediation, enrichment, and instructional activities designed to support student growth across performance levels. • Ensure adequate funding is available to support the number of teachers needed, the amount of training required, and the quantity of instructional resources available to provide an IB PYP experience for all students. Systems & Resources • Design and implement a student recognition plan and implement with fidelity for K-5. Ensure adequate funding to support this plan. • Design a parent education plan to keep parents informed and engaged in the IB PYP and instructional framework. • Implement an internal and external communication plan. 9. Increase opportunities for student recognition 10. Maintain a positive, informed and engaged school culture 7. Build and implement systems for identifying and addressing root causes which may prohibit academic growth for all students 8. Build systems and resources to support IB PYP implementation Culture Uses of Flexibility/Innovation

6. Achievement

7. Progress

8. Achievement Gap

9. ED/EL/SWD

10. Subgroup Performance

11. Exceeding the Bar

12. 2016 Milestones

13. Where we’ve been and Where we’re going 2018-2019 2017-2018 2016-2017

16. Math, Science and Reading • Eureka Math implementation • Pacing, common assessments, PD • Science Labs • Science standards-based common assessments • Complete Reading Series Refresher training K-5 • Use of Lexile leveled text to guide reading instruction • Standards-based reading instruction/protocols K-5

20. What Hive are you in? Next Steps -student to student mentoring -increased student recognition -individual Hive meetings/assemblies -increased opportunities for Hive specific events

22. Inclusivity and Responsiveness • Culturally Responsive Classroom PD • Brain Breaks • Alternative seating • Technology integration • “Push in” over “pull out” • Focus on multi-culturalism of student body • Use of data to inform instructional decisions

24. International Baccalaureate The Learner Profile Concept Based Learning Transdisciplinary Learning Explicit teaching of International mindedness Student centered/student inquiry Best practices from around the world Preparing students for successful participation in a global society What is IB? Curriculum Model “A program of international education designed to help students develop the knowledge, understanding, attitudes, and skills necessary to participate actively and responsibly in a changing world.”

25. International Travelers • “Born with the vision to provide students with an international experience, the International Travelers Program is a week-long classroom immersion in the culture, history, and language of a foreign country.” • This inaugural year MBES will be traveling to MEXICO! • We need your help!

27. Dual Language Immersion (DLI) • Implementation of Spanish Immersion is taking place in Kindergarten this year. • The program is a one way 50/50 model. • 50 students are participating in the program. • Students learn English/Language Arts, Social Studies/Science in English and Math, Social Studies/Science, and Spanish Literacy in Spanish • Students receive lesson reinforcement in the opposite language on a daily basis. • The program is off to a terrific start!!! • We will add a cohort every year beginning in K. So next year we will have a K and 1 cohort.

28. Budget/Staffing 2017-2018 • Same number of HRs as this year • Projected enrollment of 1000 which would be about 20 less than current enrollment • Looping may occur with a couple of teachers; those HRs will be notified by letter after Spring Break if this is to occur • 8 teachers moving grade levels • Hiring for Spanish DLI, Spanish speaking paraprofessional, Self-contained Special Education classroom

29. Questions?