Standard 3: Teaching and Assessing for Learning
Standard 3: The
school's curriculum, instructional design, and assessment practices
guide and ensure teacher effectiveness and student
3.1 Stewart Street Elementary
provides its students with a curriculum that is equitable and
challenging to all students which is evident in the words of the
school's mission statement. An instructional strategy used
school-wide is UNRAAVEL and is evident by posters in
classrooms. This strategy is documented through lesson plans,
teacher's professional learning plan, student portfolios, and
student data/work samples.
3.2 Students in grade 2-5 are given
weekly focus assessments as indicated on the focus calendar.
Students in grades 1-5 have structured writing assessments through
Write Score. Teachers use the scope and sequence provided through
core programs to guide instruction and assessments that prove
lessons are aligned with the curriculum. Common assessments that
are used school-wide are district assessments, chapter tests, FAIR,
Write Score and benchmark assessments.
3.3 Students are continuously
engaged in their learning through a number of data driven
instructional strategies through the use of technology resources,
such as Successmaker, Accelerated Reader, Go Math and Esuites.
Students utilize their knowledge and skills to demonstrate
achievement of learning expectations. Teachers engage students in
critical thinking skills and learning environments where
collaboration and self-reflection are key to comprehending and
achieving learning expectations. Teachers plan lessons for
differentiated instruction for various group settings (small,
whole, individual) in which students engage in re-teaching,
intervention, or enrichment.
3.4 Teachers at SSES are provided a
description of the evaluation form at the beginning of each year.
This informs teachers of expectations and criteria that
administration will observe through formal and informal
observations that will be conducted throughout the school year. The
results of these walk-thrus and observations are shared with
individual teachers and kept as documentation by administration.
Beginning teachers are paired with mentor leaders for support and
mentoring in order to provide students and teachers best practices.
Regularly scheduled assessments are used by teachers to adjust and
modify the instructional process to ensure that all students make
learning gains. Teachers are recognized for their accomplishments
through faculty meetings and TOY, ROY, and SEROY celebrations.
3.5 Staff members work
collaboratively to construct and implement plans that ensure
students' success, and maintain the rigor and integrity of the
curriculum. Once data has been carefully examined, teachers plan
instruction to meet students' needs. Teachers can provide students
with re-teach, enrichment and intervention. Staff members
constantly reflect on instructional practices and plans to ensure
these practices are effective and improve students' performance.
Teachers collaborate among and across grade groups to address needs
for struggling students. Teachers also meet with the response to
intervention team (Student Study Team) to discuss possible
strategies and or solutions to ensure that students are provided an
appropriate learning environment which allows students to make
3.6 SSES teachers systematically
use an instructional process that clearly informs students of
learning expectations and standards of performance. The teacher
uses exemplars to guide and inform students. Focus calendars are
provided and used in order to enhance student learning and
expectations. Mini focus calendar assessments are used as well as
chapter tests in curriculum to guide teachers about making
necessary modifications to the learning process. Teachers'
implementation of the instructional process is evaluated and
addressed through the use of formal and informal observations and
walk-thrus from administrative staff members.
3.7 SSES provides and coordinates
mentoring and coaching and supports instructional improvements that
are consistent with the system's values and beliefs and teaching
and learning. School level administrators and support staff have
been instrumental in collaborating with the District office to
ensure that each educator, new and experienced are receiving
continuous professional development trainings/courses relevant to
improving the success rating of the school holistically. Our school
level staff stays abreast of current research-based professional
develop workshops/trainings and provide appropriate individualized
support for all educators where as needed.
3.8 The school engages parent(s)
and families in students' education by having monthly
Parent-Teacher Association Meetings (PTA) and by having
Teacher-Parent Conferences. The school encourages parent
participation by hosting Parent Expo Nights every 9 weeks. The
district's website also provides informational media to better help
families become knowledgeable of the school's curriculum plan.
Focus Calendars are also provided to teachers to assist with
cohesiveness in grade level curriculum and scheduling.
3.9 School personnel participate in
a structure that provides interaction with individual students.
This structure allows them to build strong, long-term bonds with
students. All students in the school participate in this structure.
The structure allows school personnel to gain insight into the
student's learning and social skills.
3.10 Teachers within the SSES
community utilize clearly defined criteria to represent individual
student's acquisition of content knowledge and skills. Criteria
deemed appropriate for grading and reporting standards consist of
benchmark assessments, FAIR assessments, student portfolios, pupil
progression plans, and report cards. To ensure consistency in
reporting, teachers utilize a systematic approach for reporting,
which is consistent across grade levels and courses.