Social and Emotional Learning (SEL)
Positive Discipline Leadership Strategies
- Class Meetings
- Self-Regulation Space & Support
- Classroom Jobs supporting routines & agreements
- Mindfulness Practices
Core SEL Competencies
- Social Awareness
- Relationship Skills
- Responsible-Decision Masking
Monthly School-wide Learning Focus
- September – Community
- October – Identity
- November – Diversity
- December – Equity
- January – Mistakes & Repair
- February – Justice
- March – Engagement
- April – Encouragement
- May – Action
- June – Reflection/Feedback
- Project-Based Learning
SEL & Social Justice/World Awareness
I am aware of how my perceptions impact my actions
- Social and Emotional Learning (25 minutes/all day)
- Literacy Block (Reading and Writing) (120 minutes)
- Social Studies & Science (60 minutes)
- Phonemic awareness
- Phonics rules for reading & spelling
- genre writing
- writing conventions
- Use reading and writing skills to take in new information about the world around us and to communicate with others about this learning
- Gain non-fiction content knowledge & vocabulary acquisition
- Explore reading across genres
- Apply and extend learning with project-based learning opportunities
- CCC Being a Reader
- CCC Making Meaning
- CKLA/Expeditionary Learning
- Amplify Science
- Since Time Immemorial
- SPS Ethnic Studies lesson
- PBL projects
Standards for Mathematical Practice (integrated into all aspects of rigor)
Procedure Skills and Fluency
Opportunities for students to develop speed and accuracy in calculation and to practice core functions (such as single-digit multiplications) so that they have access to more complex concepts and procedures.
The pace and content will be determined by ongoing assessment.
Instruction designed to deepen students’ understanding of key concepts (such as place value and ratios).
Instruction designed to deepen students’ understanding of key concepts (such as place value and ratios).Guided by a belief that students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures.
Opportunities for students to use math flexibility for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.
What this looks like in the classroom
- whole group and targeted/small group instruction focused on grade level standards acquisition *incorporates prerequisite standards to address unfinished learning
- math talks that share different solution paths and facilitate student discourse
- differentiated engaging activities (individual and collaborative) that challenge learners while also allowing for productive struggle
- individual on-line procedural skills and fluency assessment and learning
- iReady diagnostic tool and online learning path
- Ready Math Lesson
Standards for Mathematical Practice
- Make sense of problems and persevere in solving them.
- Construct viable arguments and critique the reasoning of others
- Reason abstractly and quantitatively.
- Model with mathematics
- Attend to precision.
- Use appropriate tools strategically.
- Look for and make use of structure.
High-Level Summary of Major Work in Grades K-8
- K-2 Addition & subtraction – concepts, skills and problem solving, place value
- 3-5 Multiplications & division of whole numbers and fractions – concepts, skills, and problem solving
- 6 Ratios and proportional relationships; early expressions and equations
- 7 Ratios and proportional relationships; arithmetic of rational numbers
- 8 Linear algebra and linear function