995 Sunnyville Blog

I. Curriculum: This includes the regular curricula and the hidden curricula. What kinds of curricula are used? What subjects are taught and emphasized? What regular activities flow from the curriculum into the school?
The curriculum in this district is closely aligned to the state standards. Steps have already taken place to map the new common core objectives especially for Social Studies as the new plan is slated to roll out next fall.
Full inclusion and differentiated instruction are the norm for teachers. Because the school district is known for serving those students with exceptionalities, teachers naturally individualize the education programs to reach all learners. With the amount of information needing to be mastered at each grade level, teachers work on teams to integrated subjects across the curriculum. There is an expectation that in all subjects, students will be expected to summarize processes and identify main ideas and details. In Language Arts, nonfiction pieces will be incorporated so that different disciplines will be addresses.
In addition to inclusion and differentiation, teachers are incorporating technology into the learning. Students are posting responses to daily topics in all subjects using Moodle and conducting research on topics of interest. Reading and writing is embedded in all subjects as is comparing sources of similar subjects to check for accuracy.
Students are communicating their findings in a number of ways through science fairs, National History Day, field trips, and presentations.


II. Instruction: What instructional methodologies are promoted in this school? How do adults and children learn about learning? How do adults teach?
Teachers in this district assess both for learning and of learning. Pretests are the norm for all subjects. Students are responsible for measuring their growth through the use of data folders. While there are summative tests at the end of units, students take short cycle tests and pretests to determine base line data.
Tests are not the only tools that teachers use. Students participate in authentic assessments and performance assessments to also demonstrate subject knowledge. Adults utilize a number of instructional strategies including hands-on, research based, collaborative grouping, differentiated instruction, and technology based lessons to engage students in content and higher level thinking.
Teachers in the building work together and participate in professional learning communities to develop lessons, ideas, and plans to reach all learners in a variety of ways. Teachers act as facilitators in helping students achieve their learning goals.

III. Evaluation and Assessment: What learning is assessed? What methods are used to assess that learning? How is learning monitored? How is teaching monitored? How do adults monitor their learning? How do young people monitor their learning? What vehicles exist for reflection about teaching and learning?
Learning is assessed through a variety of ways. Learning that gets assessed will be for indicator attainment. Students will keep data folders that will show growth towards concept mastery. Teachers will also keep data folders that houses student data. At any point, a student or teacher can use the portfolio to show where the student/class is at and where they need to be. Classrooms will be data rich classrooms. Test scores will be graphed and item analyses will be conducted to see where the gaps in student learning lay. Classrooms will be goal oriented and motivated to achieve classroom driven agendas. Teachers and students will conference about data folders and decide a plan that will help the student reach mastery on state indicators. These conferences will be held monthly so students and teachers can monitor progress.

VIII. Parents and Community Relations: What is the role of parents in this school? Where do you see them connected to the school both in and out of the building? With whom does the school have relationships with from the broader community? How do you see this in the school?
This school will have a large pool of parent volunteers. Parent volunteers will help both in and out of the classroom to help teachers and students meet their goals. The school will have business relationships with community corporations. These corporations will serve as real world connections and resources to help students learn. The business communities can serve as instructional tutors, reference liaisons, and technology support to help students accomplish learning goals.

IV. My Realities: What barriers exist within your current school context (not Sunnyside's) that impede the ideal characteristics articulated in Sections I - VIII from being realities? What have you learned from engaging in this blog activity?
Barriers that exist that keep my current school from the utopia I described would be time, community, and a shared vision. I do not know how any of the teachers in my building would find the time to meet and accomplish such planning and instructional goals. Currently, we meet monthly for approximately twenty minutes. During these meetings, we share resources. There is usually enough time to distribute resources and briefly summarize how they can help before we have to be in the classroom for the students.
There is a certain level of trust and camaraderie that must exist to work with other teachers to integrate subjects and plan instructional activities. Groups within my building are fragmented. The smaller groups work well together, but don't seem to fit well into the bigger puzzle. The fact that I feel my building lacks this kinship also affects our shared vision. Everyone is not on the same page with regards to Why are we here? I think all the teachers in my building want to help students succeed. But how we go about accomplishing that has many diverse answers. The differences of opinions keep my building from working as a team to better serve the students.

From engaging in this blog activity, I see that I have a vision for what a school can be. I believe in the ideals that I have described above and believe they are attainable. I recognize that there is much work that needs to be done on an interpersonal level first with staff before we can work together for a common goal.