CARVER ELEMENTARY INSTRUCTIONAL GUIDELINES 2022-2023
ABOUT THE GUIDELINES Jennifer Kelley, Math Coach/Coordinator kelleyj@carver org Kate Moore, Literacy Coach moorek@carver.org Meredith Erickson, Assistant Superintendent ericksonm@carver.org Melissa Leary, Dir The intention of our annual instructional guidelines is to provide clear and high expectations for instruction in the areas of social-emotional learning, literacy, math, science, and history social sciences. This year, we have added an addendum for inclusion classrooms. To access support for curriculum, planning, and assessment, visit the CES Teaching and Learning website, or feel free to schedule time with any building administrator or:
Balancing instruction with multiple and appropriate instructional strategies Given the opportunity to make responsible decisions
Be rich with connections to student experience and interest
Providing options for student engagement persistence, and self regulation Demonstrating self regulation strategies by monitoring his or her own thinking
Providing multiple and varied options for student communication and expression
Prek 5: Using the 5 Core CASEL competencies as our foundation for Social Emotional Learning, CES educators incorporate SEL into all aspects of the school day Responsive Classroom, Toolbox and Second Step are curriculum resource tools adopted by the school as well as resources on the teaching & learning site.
MA Standards for Prek and K: Social and Emotional Learning and Approaches to Play and Learning
Curriculum What does this look like in the classroom?
UniversalDesign Studentswillbesupported toself directlearningand monitorprogress. Differentiationwillstrategically considerhowtoplanforeach student'sindividuallearningprofile, levelofreadiness,andinterests
Be a warm and supportive classroom environment
SEL
Modeling and reinforcing positive behavioral expectations Teacher talks to students with focus on encouragement Using a variety of tools and means to demonstrate and communicate knowledge Be safe and respectful of all cultures and backgrounds
Providing meaningful and challenging work with the mindset all students can be successful Setting goals and monitoring and reflecting on progress Be conducive to collaboration and group work
The Educator Will Be… The Student Will Be… The Classroom Will…
Provide positive reinforcement and motivators
Demonstrating autonomy and self advocacy by choosing appropriate learning tools and supports
Tier 1: Responsive Classroom during morning meeting to create a positive classroom community Integrated throughout the school day with all staff with strategies from Toolbox, Responsive Classroom, and Second Step Tier 2: Intervention with students identified by DESSA Tier 3 Small group and individualized counseling
Formative
Each classroom teacher is responsible for formatively assessing each student, reteaching and filling gaps. Each teacher should analyze student data and reflect on teacher practice and provide student feedback. Grade levels will work together to review data. Assessments Assessments
Assessment is an extension of student learning. Each grade level will work with Jen to review an assessment calendar to support grade level needs.
Pacing CES pacing guide aligned w/MLC guidance
*incorporate
Each teacher is required to implement teachers are expected to implement The Math Learning Center: Bridges and Number Corner All teachers are expected to use individual student data to tailor instruction to meet the needs of each student. Teachers will work with the Math Coach on small group instruction as appropriate and Mastery Math Learning math activities Meeting and Based Centers as needed
Kindergarten Grade 1 Grade 2 Grades 3-5 Number Corner 20 min * Number Corner 20 min * Number Corner 30 min Number Corner 30 min Bridges 45 min Bridges 25 min Bridges 60 min Bridges 60 min WIN Block 30 min (Workplaces) WIN Block 30 min WIN Block 30 min MATHEMATICS Visit the CES Teaching and Learning Site for pacing charts, frameworks, resources, calendars, and updates
the 2017 MA Frameworks All preK 5 math
curriculum.
Time on
Formal
All teachers in grades K 5 will be required to enter all NC/Bridges data into Forefront for data collection.
All grade levels are expected to follow the ORIGINAL pacing guides for Bridges & Number Corner. All pacing guides can be found at the CES Teaching and Learning Site Each grade level will work with Jen on a Pacing/Assessments
Curriculum Universal Design: Flexibility for Differentiation
into Morning
Play
Visit the CES Teaching and Learning Site for pacing charts, resources, calendars, and updates Time for each component of the literacy block will reflect what is developmentally appropriate and in the younger grades, will change over the course of the year. Curriculum and Instructional Time For FALL, please expect: Kindergarten Grade 1 Grade 2 Grade 3 Reading Workshop ~25 min Reading Workshop ~35 min Reading Workshop ~40 min Reading Workshop ~60 min UoS Phonics ~30 min. UoS Phonics ~30 min. UoS Phonics ~30 min. Word Study/Phonics in academic block Writing ~30 min Writing ~30 min Writing ~45 min Writing in academic block LITERACY Minilesson IndependentReading(buildstaminaovertheyear)* Share InteractiveReadAloud(includedinthirdgrade) Centers,SmallGroupInstruction SharedReading,InteractiveWriting ComponentsofReadingWorkshop *Grade3:independentreadingand"responsetoreading" [K2]AdditionalOpportunitiesforLiteracyInstruction,CommunityBuilding: RugClubsandpartnerwork GroupingConferringbytargetedneed/focus Readingmaterial(matchingtextwithstudents basedonindependentreadinglevelandinterest) AboutIRA(InteractiveReadAlouds) IRAiscriticalforavarietyofpurposes(modelaloveof reading,modelfluentreading,buildbackground knowledgeandvocabulary,addresscomprehension strategies,andclosereading),untilUoSinReadingare released,continuetomaketimeforIRAbasedon previousexperiencesandtextsyoulovetoshare UniversalDesign:FlexibilityforDifferentiationand Mastery: FALL 2022 FALL 2022
Grade level sample units were created to mirror the ideals of Project Based Learning (PBL) PBL naturally lends itself to differentiation and mastery because of the need for students to apply the civics and HSS concepts
Curriculum
For more information, see the teaching and learning site >> science >> online resources
Visit the CES Teaching and Learning Site for the STE Scope and Sequence by grade and domain (civics, history, geography, and economics) as well as the recent frameworks and online resources; suggested instructional minutes, above.
Grade level sample units were created using Project Based Learning (PBL).
Universal Design: Flexibility for Differentiation and Mastery
SCIENCE/TECH ENGINEERING
Grade Level sample units (available at the teaching and learning site) were developed by Carver teachers during the HSS Symposium). Each of these focuses on one of the domains listed in the grade level scope and sequence and should take a trimester to complete
Each teacher is required to implement the MA STE Frameworks Mystery Science provides a flexible and accessible resource for teachers to help implement the Frameworks.
Grade Level sample units (available at the teaching and learning site) were developed by Carver teachers during the Science Institute). Each of these focuses on one of the domains listed in the grade level scope and sequence and should take a trimester to complete.
Visit the CES Teaching and Learning Site for the STE Scope and Sequence by grade and domain (physical science, earth/space science, life science, and engineering design) as well as the recent frameworks and online resources
Curriculum
Universal Design: Flexibility for Differentiation and Mastery
Each teacher is required to implement the MA HSS Frameworks
K-2 STE 3-5 STE K-2 HSS 3-5 HSS 25 minutes/day (~2 hours/week) 35 minutes/day (~3 hours/week) 25 minutes/day (~2 hours/week) 35 minutes/day (~3 hours/week)
PBL naturally lends itself to differentiation through student voice/choice, and problem solving, and is correlated with a high level of mastery because of the need for students to apply the science concepts to solve a real world problem
HISTORY SOCIAL SCIENCE
Time to conference and time to meet individually with students on writing, independent reading, assessments, math game practice NewsELA, access the teaching and learning site, Math Learning Center This may look different at different times of the year.
Students needing intervention have been identified based on their spring NWEA data and teacher referral during placement meetings. The students who are not receiving intervention during the WIN block will work with one of their (team) teachers. Team teachers will work together to determine how they will run their workshop style for Math and/or Literacy WIN block based on student data. This is a team decision, not a grade level decision. Teachers should use their professional judgment for the best use of time during this 30 minute block. Students who are at intervention will miss this part of the day and we want you to know that it is okay and they do not need to make up any missed learning opportunities.
Sharing students with team teacher/grade level could take place to maximize instruction SEL activities, building relationships
ELA and Math Support will be serviced at the same time during the WIN block
For more ideas or ways to support you/grade level during this time please connect with Kate and Jen They can help your team formulate what works best for your students
WIN start dates: K-1 = Sept. 21; 2-5 = Sept. 14
For students who will receive intervention from the reading and math support staff:
For example: If Kate and Jen are team teachers we would sit down together and determine which students (not being pulled for intervention) need support and/or enrichment in Math or ELA We would identify the skills that needed to be addressed
WHAT I NEED (WIN) BLOCK
Enrichment opportunities
The ELA teacher can provide WIN support on ELA skills for students from both classes
Some suggestions include:
The WIN block has proved a powerful tool in other districts; WIN block is meant to serve as additional time for teachers to support students individually and in small groups
Students will be pulled for 30 min small group intervention instruction Students who are “double dippers” (needing both support in Math and ELA) intervention instruction will be prioritized by the classroom teacher(s), Reading/Math Coach, data, and other supporting information.
The math teacher can provide WIN support on Math skills for students from both classes
Reinforce concepts of previous skills taught in all academic areas
ASSESSMENT/INTERVENTION
Curriculum
Kindergarten Gd. 1 Gd. 2-3 Gd. 4-5 Dyslexia Screener to be determined 2x per year BOY/MOY/EOY Reading Fluency BOY/MOY/EOY Reading Fluency MAP Growth Math/Reading BOY/MOY/EOY MAP Growth Math/Reading
The intervention model will be implemented as presented last spring. Using spring data (placement, NWEA, etc.), students in grades 2 5 will begin intervention on Wednesday, September 14 Students in kindergarten and first grade will begin intervention on Wednesday, September 21 Data meetings will allow for ongoing monitoring and identification. No intervention on half days.
Jen will continue her 6 week coaching cycle, launched in 2022. Specifics on opportunities to work with each coach will be discussed in September and throughout the year.
Assessment is an extension of learning and when used effectively, can help provide a roadmap of where each learner needs to grow To this end, we have carefully curated and will continue to evaluate a balance of normative and criterion assessments to help teachers.
Literacy assessments will be determined in alignment with the new literacy model Jen & grade levels will create a calendar with the best balance of math assessments.
Kate will carry out coaching in concert with the TLA professional development, ensuring that teachers have frequent support in modeling, co teaching, professional learning, and consultancy with individuals and the grade level.
Both Kate and Jen will take on coaching models that put students at the center of the work.
INSTRUCTIONAL COACHING
Balanced Assessment Philosophy
Measures of Academic Progress (MAP Assessment)
Curriculum-Based Assessments
Kindergarten Gd. 1 Gd. 2 Gd. 3-5 UNSS, NC and Bridges UNSS, NC and Bridges Number Corner and Bridges Number Corner and Bridges
Intervention
INCLUSION CLASSROOMS eachTo….)teachEmpowerAllowIncorporateAllowCreateBuildSmallseparately.EducationTeachingexpectations.StudentstargetedStudentssupportsStudentsstudentsRegularEducationClassroomTeacherandSpecialEducationTeacherteachallcollaboratively.receiveinstructionattheirskilllevelwithindividualizedandscaffoldedasneeded.aregroupedstrategicallybasedonskilldeficitsinordertoprovideinstructiontomeetneeds.areencouragedtodemonstratemasteryofskillsthroughhighisthroughwholegroupandsmallgroupinstructionledbytheRegularTeacherandtheSpecialEducationTeachercollaborativelyand/orGroupInstruction:Allstudentsaregroupedstrategicallybasedonstudentskilldeficitsinordertoprovidetargetedinstructiontomeettheirneeds.Usedatatodeterminesmallgroups(NWEA;curriculumassessments)rapportwithstudentsbydiscoveringeachstudent’sinterestsmultimodalexperiencesthatengagestudentsintheiracademicgrowthopportunitiesforstudentstodiscussandreflectwhattheyarelearningmultisensorymethodsthroughteachingHavestudentssoundoutlettersbyusingpop-itsUseofmathmanipulativesforstudentstopracticetaughtskillsthroughvariousmodalitiesUsemusic,movement,orgamestoencouragelearningandreinforcetaughtskillsstudentstobetheleadersintheirlearning(researchtopicsofchoice,theclasswhattheyhavelearnedthroughpresentationoftheirchoosing,assessstudentmasteryofcurriculumuserubrictoensurestudentshavemetskillorobjective(thiscanbedonethroughtests,projects)... UniversalInstructionalCo-TeachingModelTimeDesignforDifferentiationandMastery strategiesInordertoeffectivelyprovideinclusioninstructionthefollowinginclusiveteachingmaybeuseful: StudentEngagement-Howdoweengageourstudents? Representation-Howdoweteachthroughdifferentmodalities? ActionandExpression-Howdostudentsshowwhattheyknowtoensure masteryofthelearningobjectives?
EASY ACCESS RESOURCES
