No students admitted into kindergarten, grade 1 early
No students were admitted early into kindergarten for 5-year-olds or grade 1, according to a report presented by Special Services Supervisor John Peterson. Two students participated in the early admission 5K screening process, but were not recommended for placement. No parents requested early admissions for first grade. District policy indicates children must be four, five or six years old by Sept. 1 to enter four-year-old kindergarten, regular kindergarten or first grade, respectively. While procedures exist for early admission to regular kindergarten and first grade, no early admission is granted for four-year-old kindergarten.
Training, curriculum work ramps up in summer
Instructional Services Supervisor Katie Little, Ph.D., reported on summer professional development. Grades K-8 science teachers received training in the Next Generational Science Standards and cross-cutting concepts, grades 6 and 8 science teachers were trained in Lab-Aids science resources. Other professional development focused on grades 4-8 math training, Assessment Team members in lesson design and application of assessment concepts, EduClimber navigation training, new teacher orientation and ALICE safety training.
Summer curriculum projects included grades K-8 science practices and rubrics, grades 4-8 mathematics articulation between elementary and middle schools, English language arts curriculum review, creation of Comprehensive Intervention Model website for lesson plans and resources, ERE online learning modules, consistent instruction planning for elementary technology integrators and review of district assessments to avoid redundancy between district and state required assessments.
Curriculum cycle to align with assessment
As staff worked on the assessment tactics of the Strategic Plan, they recommended greater alignment of the curriculum development cycle and assessment work to better clarify what high quality learning looks like in each content area. As the district moves to a five-year curriculum review cycle, it will dive deeply into the standards for each content area.
The five-year cycle involves research and review, curriculum review, implementation, revision and maintenance and monitory. The schedule for the curriculum cycle is:
- 2017-18 – technology & applied engineering, business education and science (new curriculum format)
- 2018-19 – English language arts
- 2019-20 – English language arts, Silver Spring Intermediate School opening
- 2020-21 – mathematics, fitness education & health, social studies
- 2021-22 – art, music, world languages, information technology literacy
- 2022-23 – technology & applied engineering, business education, science
- 2023-24 – family and consumer education, guidance, English language arts
- 2024-25 – mathematics, fitness education & health, social studies
Classroom instructional practices in content areas not involved in formal curriculum review will continue to be evaluated using Understanding By Design (UbD), also known as backward design through assessment.
Testing schedule, coaching reports given
Little presented the district’s testing schedule which includes assessments such as PALS, ACCESS, various ACT exams, Dynamic Learning Maps, Forward Exam and National Assessment of Educational Progress. She also presented a status report on instructional and literacy coaching.
Woodside, Marcy jointly presented site plans
Woodside and Marcy elementary schools presented their site plans to the School Board describing many ways in which staff are collaborating to enrich learning experiences for students and staff. Both stressed the relationship of their site plans to the district’s Strategic Plan, especially tactics regarding assessment and social and emotional wellness.
Woodside Principal James Edmond, Jr., Ph.D, and Associate Principal Linda Hake and Marcy Principal Michele Trawicki and Associate Principal Katie Ritchie described progress at their schools.
They emphasized the work of staff members in developing and presenting professional development for their colleagues throughout the district. They also described a move to student-led conferences in which students have greater responsibility to define what they are learning to their parents.
Both schools have two tactics stating that students will meet or exceed their own individual projected growth targets in literacy and mathematics.
In personnel matters, the School Board:
- approved the resignation of Templeton special services paraprofessional Diane Jakubowski and Maple Avenue paraprofessional Paula Joecks; and
- appointed Lisa Minue as Maple Avenue cook, Tiffany Wolf as Maple Avenue special services paraprofessional, Julie Taylor as Lannon replacement guidance counselor, Mary Chetney as Lannon paraprofessional, Laura Watson Maple Avenue paraprofessional, Elaine Meissner as Templeton associate kitchen employee and Carina Esparza as Lannon paraprofessional.