NPES Currents - Winter 2024

Currents WINTER 2024

Inside A Counselor’s Recipe for Building Community

Differentiation in the Classroom Leads to Academic Success

Embracing Neurodiversity and Neurodivergence in Education

Supporting Educational Excellence: The NPES Organizational Structure

Overlooked Drivers of Academic Achievement

Welcome..... to the inaugural issue of Currents, a North Park Elementary School publication designed to inspire, inform, and spark conversation. Currents features articles written by NPES stakeholders and is a celebration of the creative, meaningful and diverse currents that flow through our community.

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Connecting Minds & Mints:

By Reyna Smith

School Counselor

A CREATIVE STRATEGY TO FOSTER A SUPPORTIVE AND EMOTIONALLY HEALTHY ENVIRONMENT FOR STUDENTS THROUGH A DAILY RITUAL:

THE QUESTION OF THE DAY

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A Counselor’s Recipe for Building Community THE POWER OF THE “QUESTION OF THE DAY” LIES IN ITS ABILITY TO TRANSCEND THE TRADITIONAL BOUNDARIES OF A COUNSELING SESSION

As a dedicated school counselor, my mission extends beyond academic success to fostering a supportive and emotionally healthy environment for students. One creative strategy that has proven both enjoyable and effective in achieving this goal is the introduction of a daily ritual: the “Question of the Day” paired with a simple but symbolic mint (of many varieties).

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This approach serves a dual purpose: it helps me gain insight into the diverse personalities of the students while also subtly gauging the emotional temperature of the entire school community.

Each day, as students enter my office, or see me around the building they’ll say (or shout) “Ms. Smith, what's the question of the day?!” When they make their way in either after recess, in between classes or after school, they are greeted not only with a warm smile but also with a thought-provoking question displayed prominently in the question cube. These questions are carefully curated to be inclusive, nonintrusive, and capable of sparking meaningful conversations.

The power of the “Question of the Day” lies in its ability to transcend the traditional boundaries of a counseling session. Students are encouraged to take a moment, reflect on the question, and share their thoughts with me. This simple act of opening up paves the way for deeper connections and a more profound understanding of the unique challenges and triumphs that shape each individual.

The addition of a mint to this daily routine may seem minor, but its impact is surprisingly significant.

Mints, with their refreshing and universally appealing nature, act as a unifying symbol. Offering a mint alongside the question becomes a subtle gesture that breaks down barriers, creating an environment where students feel comfortable, valued, and ready to engage in meaningful conversation.

Beyond the individual interactions, this practice also serves as a barometer for the emotional climate of the entire school. The collective responses to the daily question provide valuable insights into prevalent sentiments, concerns, and joys within the student body. It enables me to tailor my counseling strategies, workshops, and support initiatives to address the specific needs of the community.

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Question of the day

In essence, the marriage of the “Question of the Day” and a mint embodies the spirit of connection, empathy, and inclusivity. This small but impactful interaction helps me get to know the students on a personal level but also contributes to the already established positive and emotionally attuned school environment. After all, it’s the combination of these seemingly insignificant moments that cultivates a culture of understanding and support, making a lasting difference in the lives of our students.

So, what would be on the menu of your ultimate birthday dinner? Ok, you get a mint.

🙂

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DIFFERENTIATION LEADS TO ACADEMIC SUCCESS FOR ALL At NPES differentiation means that our outstanding teachers are proactively responding to the needs of learners.

By Emily Friend Director of Teaching & Learning

As a small, independent school, one defining feature of our educational excellence lies in how well we know our students both as humans and as learners and how we affirm, challenge, and support who they are in the classroom on a daily basis. At the heart of this work is differentiation.

At NPES differentiation means that our outstanding teachers are proactively responding to the needs of learners, shaped by our individual and collective growth mindset and the belief that intelligence is not fixed.

Differentiation is only meaningful when a teacher truly believes that all students are capable and deserve to experience productive struggle at their individual growth edge. NPES teachers believe in neuroplasticity, the brain's ability to change as a result of experience. They know that when a teacher approaches the classroom with a growth mindset, students learn to embrace challenges, perceive efforts as a pathway to mastery, and view setbacks as opportunities for growth.

A positive, growth focused environment literally increases the brain’s endorphins which raises the frontal lobe’s ability to support memory and deep learning. Ultimately, mindset matters most.

Along with the appropriate mindset the following are the key principles of differentiation.

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Examples: In a 5th grade lesson students gather around a table leaning in and engaging in debate about the many interconnected factors at play during the colonization of the United States while working to answer the guiding question, “How can facing the complexities of America's past help us to meet the challenges of the present?”

Second grade mathematicians lead the class discussion about the many different strategies they used to solve an addition problem.

5th graders discuss and debate U.S. colonization during a social studies lesson.

First Principle Quality curriculum — all students deserve meaningful, challenging, and engaging work and the curriculum is at the heart of a teacher’s ability to differentiate. A quality curriculum is rooted in inquiry thinking and asks students big questions that allow them to explore and think critically about the topic, phenomena, or skill at hand. We employ curricula that embody student choice, creativity, collaboration, discourse, and hands-on or authentic experiences because these types of tasks allow us to store information in our long term memory which leads to true conceptual understanding. When the curriculum is inherently engaging, age appropriate, and rooted in how students learn best, teachers can then scaffold, support, and increase complex pathways to meet the range of neurodiversity in the room.

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Preschoolers engage in interdisciplinary studies of compelling ideas in an environment that is intentionally shaped to allow them to explore all aspects of the topics in a play-based setting.

Preschool 4 students examine all aspects of ice cream as their first unit of study.

Examples: Middle school math students collaborate closely on a “team” test during which they answer a small number of complex problems as a group engaging in discourse and applying their thinking in novel situations while working to reach consensus.

Following the team test they complete an individual component as well to show what they know.

Two fourth grade math students grapple with a challenge problem rooted in a real-world scenario that asks them to utilize the skills studied in the unit in more complex ways.

Middle school math students use vertical writing surfaces and math tile manipulatives to think critically about a math concept and develop a deep conceptual understanding.

Second Principle Ongoing assessments that inform — standardized and classroom based formative and summative assessments are vital to differentiated instruction.

NPES teachers know their students’ strengths and areas for growth as they are in close relationships with all learners and are continually examining and responding to the many forms of assessment utilized throughout the day. Teachers allow students to show what they know in a variety of creative and flexible ways and broaden the definition of what it means to demonstrate understanding, thinking expansively and creatively.

Second graders use the resources of the innovation lab to design and build models of green houses including elements they learned about during a science unit about sustainability.

Third graders partner read in order to engage in reflective discussion.

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Examples: During the kindergarten and 1st grade Daily 5 Literacy Block, individual or small groups of students work with a teacher on specific and targeted phonics skills based on data from ongoing assessments.

In 3rd grade heterogeneously-grouped students discuss a book in genre based book clubs learning from one another as they think analytically about characters, setting, and plot.

A student works with a teacher on literacy skills during the Daily 5 block in kindergarten.

Third Principle Instruction that responds to student variance — while knowing data about students is vital, it is what’s done with that information that matters. Our teachers proactively plan and provide relevant work based on their knowledge about students. We talk about “teaching to the edges” which means having both scaffolding and challenges at hand and seeing support as “a way up for all students, not a way out.” It’s knowing what each individual student needs to be successful grow and providing that in the moment. By approaching teaching with a robust toolbox of methodologies and approaches teachers can be responsive and adaptable while finding what works for every student.

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After reading a story entirely in Spanish, middle school students are provided with multiple forms of an assessment based on their skill level, including options with a word bank, sentence starters, and short answer paragraph responses.

Embracing Neurodiversity and Neurodivergence in Education: FOSTERING INCLUSIVITY AND SUPPORT

By Kim Smith Director of Learning Services & High School Guidance Counselor

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EMBRACING NEURODIVERSITY AND NEURODIVERGENCE IN EDUCATION IS NOT JUST A MORAL IMPERATIVE - IT’S AN EDUCATIONAL NECESSITY

Setting the Stage: According to Judy Singer, the Australian Sociologist who coined the term, neurodiversity refers to the diversity of human minds and all the unique and different ways that people can exist, think, act, process, feel, and function. In 2000, Kassiane Asasumasu, a neurodiversity activist, introduced the term, neurodivergent, as an umbrella term to describe one whose mind functions in ways which diverge significantly from the dominant societal standards of normal or one who is neurologically divergent from typical.

Neurotypical means having a style of neurocognitive functioning that falls within the dominant societal understanding of typical.

Recognizing and understanding the needs of those who are neurodivergent in the realm of education

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and embracing neurodiversity and neurodivergence is paramount in the classroom. It not only enriches the learning experience for neurodivergent students but also creates an inclusive environment where students, regardless of their neurological profile, can learn and grow.

Personalized Learning: Recognizing neurodiversity means acknowledging that all students have unique learning profiles and strengths. In an inclusive educational setting such as NPES, classroom experiences should be tailored to accommodate the range of learners in the classroom. By understanding the diverse ways in which students process information, educators can adapt their teaching methods, ensuring that every student receives what they need to experience success.

Positive Learning Environment: Embracing neurodiversity promotes a positive and accepting atmosphere in schools. When students feel understood and supported, they are more likely to engage in the learning process. NPES educators and peers play a crucial role in fostering this supportive environment, which encourages neurodivergent students to participate actively, ask questions, and express their thoughts and ideas without fear of judgement.

Specialized Support Services: Inclusive education involves providing specialized support services to neurodivergent students. This can include access to appropriate service providers who understand the unique needs of neurodivergent individuals.

Additionally, assistive technologies and classroom accommodations, such as alternative learning and testing environments, extra time, or sensory-friendly experiences, can significantly enhance the educational experience for neurodivergent students.

Building Empathy and Understanding: Educating all students, neurodivergent or not, about neurodiversity fosters empathy and understanding.

At NPES, when classmates learn about the different ways people’s brains work, it reduces stigma and promotes acceptance. This understanding can lead to less social isolation, creating a more inclusive and harmonious school environment for everyone.

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Encouraging Neurodivergent Talent: Each student, neurodivergent or not, possesses unique talents and perspectives. In an inclusive educational setting, these talents can be recognized, nurtured, and celebrated. At NPES, we can offer programs that cater to diverse interests and skills, allowing neurodivergent students to excel in areas where they naturally thrive.

Teacher Training and Professional Development: To create truly inclusive classrooms, teacher training and professional development programs are crucial.

Educators need to be equipped with the knowledge and skills necessary to effectively support neurodivergent students.

Continuous professional development opportunities can provide strategies for differentiated instruction and behavior manage enabling all students to succeed.

In conclusion, embracing neurodiversity and neurodivergence in education is not just a moral imperative — it’s an educational necessity. By recognizing and accommodating the diverse needs of students, NPES can provide an enriching learning experience for everyone, fostering a generation of empathetic, knowledgeable, and inclusive individuals ready to contribute positively to the world.

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Supporting Excellence: THE NPES ORGANIZATIONAL STRUCTURE

By John Novick, Jr., Head of School

Unless families have prior experience with independent schools, the organizational structure and staff roles of an independent school like NPES can be unfamiliar or even confusing. In this piece, Head of School John Novick provides some insights into our school’s structure and the portfolios of the seven administrators who compose the Administrative Team. The aim is to help families better understand how their school functions to support the well-being, learning, and growth of every student.

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OVERLOOKED DRIVERS OF ACADEMIC ACHIEVEMENT GOOD TEACHING TAKES PLACE MOST OFTEN WHEN TEACHERS ARE CARED FOR, CELEBRATED, CHALLENGED, AND SUPPORTED BY ADMINISTRATORS AND FAMILIES.

By John Novick, Jr., Head of School Columbia University’s Teacher College shared some emergent research at its Reimagining Education Summer Institute this year that points to often overlooked drivers of academic growth and achievement for students of all ages. The new findings align nicely with NPES’ approach.

Central to these findings is that good teaching takes place most often when teachers are cared for, honored, celebrated, challenged, and supported by administrators and families.

Impactful, lasting teaching also requires teachers and administrators to put meeting the visible needs of individual students first in the most flexible, inclusive, and equitable manner possible, rather than prioritizing the more fixed demands of those

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not as well-positioned to size up individual and collective needs in context, whether they be district offices, elected officials, mass media, or even parents/caregivers.

This same emergent research recognizes that schools as human development organizations have always been places of continual trauma and recovery (usually but not exclusively mild to moderate traumas as children grow up). While unaddressed post-traumatic stress poses real challenges to the wellbeing and growth of individuals and communities, there is also much to be gained from recognizing and supporting the equally real opportunities for posttraumatic growth.

Finally, we now know that there is almost nothing more important to academic achievement than how a

teacher feels when they’re teaching and how a child feels when they’re learning. This and brain science is why social-emotional learning (i.e., self-care, independent advocacy skills, healthy boundary setting, conflict resolution strategies, coping skills), transparency, trust, morale, and equity, inclusion, and belonging work are not alternatives to academic programming. Instead, they are the very foundation of meaningful and lasting intellectual development for everyone.

If interested, you can also check out this four minute video about what I learned at Columbia last summer.

North Park Elementary School is a private, independent school located in the North Center/Ravenswood neighborhood of Chicago. We are accredited by ISACS and a member of NAIS. We joyfully engage students from Preschool (age 3) to eighth grade.

TO LEARN MORE VISIT US AT NPESCHOOL.ORG

NORTH PARK ELEMENTARY SCHOOL 2017 W. MONTROSE CHICAGO, IL 60618 773.327.3144