AES 2020 Update
January 2020
Entering 2020 with Laser Like Focus
As I reflect on 2019 and enter into 2020, I wanted to take an opportunity to share the wonderful work being done at the school to enhance our abilities to provide the best experience for the children at AES.
In 2019, the staff created a belief statement that you will see on the foyer TV each day. "All children, can learn, grow, and succeed." We truly believe this, so every decision made is in alignment with this as well as our school's mission statement.
Our vision at Antrim Elementary School is a community inspiring all members to grow academically, socially, and emotionally within a safe, caring and nurturing environment.
In challenging students and staff toward excellence, we support a collaborative and cooperative school striving for enthusiasm and joy in learning.
We are respectful of diversity for individuals and groups, and teach the values of our democratic society. Kindness, respect, honesty, cooperation, and grit are central to our success as a community of learners.
With all of this in mind, I ask you to continue reading on to learn about all of the behind the scenes work that has been happening for our AES children. I am very proud of all of the hard work, dedication, and professional learning that the teachers have undertaken over the past year, and I thank you all for being supportive in our quest for improvements.
Our CSI Journey So Far
Last Spring, the NH Department of Education sent WestEd to the school to collect data, artifacts and administered surveys and interviews of staff, students, and families. They produced a report which identified our strengths and our areas of needed growth. We took this information and wrote a detailed school improvement plan. We have been following our plan that focuses around three measurable goals under the guidance of the technical advisors from Demonstrated Success.
As we move into 2020, I wanted to update you on all of the behind-the-scenes work that has happened so far, and to give you an idea of what's coming ahead as we work on promoting the best learning environment for your children. In the not too distant future, WestEd will be back again to monitor our progress. Take a look at all of the hard work accomplished by our teachers in a short amount of time. We have been a committed and dedicated team working toward the success of the school.
Goal 1. Increase consistency of rigor and academic expectations across classrooms as evidenced by increased student achievement on ELA NWEA, and effective implementation of universal design strategies in lesson planning and implementation.
Innovative and Creative Initiatives supporting this goal:
- Universal Design book study: UDL Now! by Katie Novak
- Level 1 and 2 teams participating in the NH UDL Innovations Network
- Sharing and reviewing lesson plans integrating UDL components
- Teachers attend professional development in Letterland, Keys to Literacy, lesson planning, and collaboration
- Increase in teacher collaboration
- Collaboration with PTO for bringing literacy to Family Fun Night
Coming soon:
- 2nd grade "Take Home Book" program
- Grade level parent/guardian workshops to partner with us to meet student achievement goals
Goal 2: Increase consistency of rigor and academic expectations across classrooms as evidenced by increased Student achievement on Math NWEA, and effective implementation of PLC Teams and Instructional Rounds.
Innovative and Creative Initiatives supporting this goal:
- Innovative scheduling to allow all grade level teachers including special education teachers to attend weekly PLC meetings
- Team teaching of mathematics to build teacher skills, collaboration, foster consistency and more personalized learning opportunities for students.
- Continued professional development in best practices for teaching math
Coming soon:
- After school clubs (potentially Cribbage, Coding, and Origami)
Goal 3 : By June 2020, our school will have refined its behavior support systems to a focus on learning, address student social-emotional needs, and decrease classroom disruptions, using a multi-tiered system of support.
Innovative and Creative Initiatives supporting this goal:
- Multi-tiered systems of support through PBIS (Positive Behavior Intervention and Supports) model for academics and behavior
- Expert coaching and feedback by our external consultant around systems to promote positive behavior in classrooms
- Home visits from 4th-grade teachers
- Staff book study FOSTERING RESILIENT LEARNERS by Souers and Hall to learn strategies for creating trauma-sensitive classrooms
- Most teachers have been trained in Responsive Classroom to promote a caring and safe classroom community
Coming soon:
- As part of our multi-tiered system of support, we are looking into a social-emotional screener and seeing ways we can offer extra support for students who might need more.
- More work with the ideas of growth mindset and goal setting
I realize that there is a lot of educational jargon that we use. I have put together a list of resources for you in case you wanted more information about a particular initiative mentioned above.
PBIS
PBIS - In 1997, an amendment of the Individuals with Disabilities Education Act (IDEA) included the language, “Positive Behavior Interventions and Supports,” which described methods used to identify and support desired behaviors in the school setting.
The educational research community has been developing and studying Positive Behavior Interventions and Supports (PBIS) ever since. PBIS seeks to reduce or eliminate poor behavior schoolwide through the encouragement of positive behaviors.
If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we… teach? …punish?
Why can’t we finish the last sentence as automatically as we do the others? (Tom Herner)
For more information about PBIS, explore this link. https://www.pbis.org/
NH UDL Innovation Network
When UDL is implemented intentionally across a community it can bring coherence to teaching practices that are inclusive of all learners. This approach benefits everyone.
Students can be confident they will have:
- equitable access to learning opportunities
- the tools and supports they need to demonstrate their learning in ways that work for them across all classes
- responsive teachers who welcome their self-advocacy and seek feedback on their teaching
- knowledgeable teachers who value and have an understanding of learner variability.
Responsive Classroom
In order to be successful in and out of school, students need to learn a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies— academic mindset, perseverance, learning strategies, and academic behaviors.
Social & Emotional Competencies
- Cooperation—Students’ ability to establish new relationships, maintain positive relationships and friendships, avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and school community, and work productively and collaboratively with others.
- Assertiveness—Students’ ability to take initiative, standup for their ideas without hurting or negating others, seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances or conditions they’re in.
- Responsibility—Students’ ability to motivate themselves to take action and follow through on expectations; to define a problem, consider the consequences, and choose a positive solution.
- Empathy—Students’ ability to “see into” (recognize, understand) another’s state of mind and emotions and be receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have concern for others’ welfare, even when it doesn’t benefit or may come as a cost to one’s self.
- Self-Control—Students’ ability to recognize and regulate their thoughts, emotions, and behaviors in order to be successful in the moment and remain on a successful trajectory.
Academic Competencies
- Academic mindset—Four self-perceptions influence a student’s academic mindset: 1) I belong in this academic community; 2) my effort improves my performance; 3) I can succeed at this work; and 4) I see the value in this work.
- Perseverance—Perseverance is a student’s tendency to complete assignments in a timely and thorough manner and to the best of their ability, despite distractions, obstacles or level of challenge.
- Learning Strategies—Learning strategies are techniques, processes, and tactics a student uses to 1) learn, think, remember, and recall, 2) monitor their own comprehension and growth, 3) self-correct when they are confused or have an error in thinking, and 4) set and achieve goals and manage their time effectively.
- Academic Behaviors—Academic behaviors are the ways in which students conduct themselves that support their success in school, including such things as regular attendance, arriving ready to work, paying attention, participating in instructional activities and class discussions, and devoting out-of-school time to studying and completing assignments and projects. - Responsiveclassroom.org
Collaborative Teaching
Collaborative teaching is one best practice that has many benefits. Students can spend more time with the teachers and get more individual attention. And with more than one teacher, it’s easier to teach students in smaller groups or one-on-one. Students have the opportunity to learn from two teachers who may have different teaching styles, ideas, perspectives and experiences. It also makes it easier to implement UDL and Personalized Learning.
PLCs (Professional Learning Communities)
Professional communities are important ways to empower teachers. Working with colleagues allows teachers to reflect on their own processes and develop their skills. They can receive insight from other teachers as well as provide it. PLCs play to all teachers' strengths and help them build their practices in new areas
Coffee & Conversation with the Principal
Some More Behind-the-Scenes Work
Emergency Management Team - Develops, monitors and implements Emergency Response procedures and protocols to promote the safety of our students and staff.
Universal Team - Promotes school-wide behavior practices so that we have common expectations throughout the school.
Tier 2 Team - Finds ways to support students who need that little extra with either academics, behavior, or both. Keep an eye out for more information about how we will be providing extra supports in the next term.
Conval 2025 Team - Works to make school improvements that we have self-identified as areas of needed growth. This year, we plan to continue our work with family and community engagement as well as work on building more teacher collaboration as this is a best practice in the education community.
Action Team - This team of teachers and I wrote the school improvement plan, and we are constantly working to monitor our progress on it. Our assigned technical advisors from Demonstrated Success work with us routinely to offer professional development toward school improvement.
UDL Teams - We have 2 teams of teachers participating in intense professional development through CAST and the NH UDL Network in order to improve instruction. Our experienced team is working to bring professional development to the entire staff.
In Closing....
School Budget & Upcoming School Board Meeting
Tuesday, January 7th
Public Hearing on Proposed 2020-2021 School Budget at the SAU.
7:00 pm with a regular school board meeting immediately following.
Stephanie Syre-Hager, Principal
Email: ssyre-hager@conval.edu
Website: aesconvalsd.net
Location: 10 School Street, Antrim, NH, USA
Phone: 603-588-6371
Twitter: @aes_ssh