Queen Anne CAS Application

7/31/2019 Queen Anne CAS Application

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CreativeApproachSchool

ProposaltoCASPanel

QueenAnneElementary2.0

DavidElliott,Principal

October15,2012PreparedbyAmyJanas


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QueenAnneElementary,CreativeApproachProposal 2

TableofContents

CASOverview3

HowdoesyourCASproposedapproachdifferfromyourcurrentpractice?

StaffSupport..5

WhatmotivatedyourstafftoselectthisCASapproach?

StudentEngagement9

HowwillyourstudentcommunityengageinthisCASPlan?SchoolCommunityandParents...13

-WhatmotivatedyourschoolcommunitytosupportthisCASapproach?-HowwillyourparentcommunityparticipateinsupportyourCASPlan?

-HowwillfamiliesgiveinputandfeedbackaboutyourCASPlan?

-Howwillthatfeedbackbeincorporated?

CommitmenttothePlan....19

HowwillyourstaffandparentcommunityensurefidelitytoyourCASPlan?

MonitoringProgress....20WhatcriteriawillyourCASPlanproposetomeasureitssuccess?Andhowwillyou

connectdataandstudentachievement?

CriteriaforChoice......21

ElementsofourCASPlanwithanoverviewofwhytheyareinthisproposal.

Waivers...32

IfyourequestwaiversaspartofyourCASapplication,whatimpactwillthewaiversyourequesthaveonhiring/staffingpolicy,enrollment

policy,assessmentpolicy,orotherdistrictpolicies?

OverviewofPositiveDiscipline..35

ContributedbyMegFarris,SocialandEmotionalLearningCo-Chair


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HowdoesyourCASproposedapproachdifferfromyourcurrentpractice?

QueenAnneElementaryjustbeganitsthirdyearofoperation.Ourschoolwasdesignedasan

innovativeschool,sosomeofthethingsweareproposingareacurrentpracticeorwehavebeentinkeringtofigureouthowtheyfitintothevision.Somethingsproposedarenewand

theyareproposedbecauseweseeaneedforhowtheycansupportexistinginitiatives.

Whatisdifferentinthisproposedapproachfromourcurrentpracticeisthatwehavealigned

thecomponentsandhavedevelopedastrongmodelforwhatwebelieveisanexceptional

schoolcultureandphilosophywhereallchildrencansucceed.

Wehavesolidgoalsforourstudents,strongleadershipandexceptionalstaff.Thethreecomponentsoutlinedbelowarethefoundationforourstafftodeliveronthevision.

QueenAnneElementary-FivePillars(TheGoalforourStudents)

- WeareSelf-DirectedLearners-

WeEncourageEachOthertoThinkCriticallyandLearnMore- WeareConcerned,ConfidentandCompassionateCitizensoftheWorld- WeLearnEverywhere,WeLearnTogether- WeareCreative

FiveCriteriaforPositiveDiscipline(HowweSupporttheGoal)

- Helpschildrenfeelasenseofconnection.(Belongingandsignificance.)- Ismutuallyrespectfulandencouraging.(Kindandfirmatthesametime.)- Iseffectivelong-term.(Considerswhatthechildisthinking,feeling,learning,and

decidingabouthimselfandhisworldandwhattodointhefuturetosurviveortothrive.)

- Teachesimportantsocialandlifeskills.(Respect,concernforothers,problemsolving,andcooperationaswellastheskillstocontributetothehome,schoolorlarger

community.)

- Inviteschildrentodiscoverhowcapabletheyare.(Encouragestheconstructiveuseofpersonalpowerandautonomy.)

StaffCollaboration&Planning(HowweSupportEachOther)

-SupporttheSchoolVision(andhelpshapeanddefineit)-Supportcontinuedlearningandprofessionaldevelopmentamongourstaff

-Traininginteams,collaborateeffectively

-Mutualrespectandabilitytosharestrengthanddevelopweaknesses-Stakeholders(partofthedecisionmaking,significantroleinoutcome)


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WhatisDifferentatQueenAnneElementary?

PositiveDisciplineisoverarchinginphilosophyandinpracticeaspartofourschoolculture.

Inthispractice,studentsrealizetheirabilitytolearn(mastery),theirabilitytomakediscoveriesindependently(autonomy)andtheirabilitytosharewhattheylearnwithothers

(purpose).Havingourstaffworkinstrongcollaborativeenvironmenttosupportingthe

method.ThisishowwedevelopeachstudentsothattheywillbesuccessfulatQueenAnneElementaryandinlifebeyondQueenAnneElementary.

PositiveDiscipline

TheFivePillars:WeareSelf-DirectedLearnersWeEncourageEachOthertoThinkCriticallyandLearnMore

WeareConcerned,ConfidentandCompassionateCitizensoftheWorld

WeLearnEverywhere,WeLearnTogether

WeareCreative

ProjectBased

Learning

StudentEngagement

Teacher

asGuide

Mastery

Purpose Autonomy

CapableChild SchoolCulture

engagement

joy

confidence self-

directed

learn

together

critical

thinking

+

StaffCollaboration/GradeLevelPlanningTime

andParentEngagement

Capable

Child

School

Culture


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StaffSupport

Thereisamomentumaboutourschoolthatis

maintainedbyallandsupportedbyteamwork.

Ourteachersarethefrontlineofshapingourschoolculture,engagingourstudents,and

creatinglearningopportunities.Weaskedthemtosharewhytheyaremotivatedtoworkat

QAEandsupporttheCAS.Theirresponsesfollow:

Whenstudentsbelieve,thepossibilitiesareendless.


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Studentsarealwaysfirst!Mycurriculumisencouragedtoconnecttomystudentsandtobemadetoexpresstheircreativity.Iteachstandardsandprinciplesinawaythatconnectsto

studentsandtheirlearninginotherareas(inandoutsideofschool).AsateacherIgettobecreativeandtrynewprojectseveryday.

AsaPBLfacilitatorandartteacherIfeellikemyroleistonotjustsupportteachersreachingtheirPBLgoals,butIamanactivememberofmakingthesegoalshappen.Forstudentsthey

needtoknowhowtheirlearningconnectstothem.

_______________

Iworkherebecausewehaveastaffthatworkstogethertodowhatisbestforourstudentsatalltimes.Wehonor,carefor,andeducatethewholechild.PositiveDisciplinecanbeseen

andheardinallareasofourschooleachday.Wealsoworktomaintainrigorinboth

academicsandsocial/emotionallearning.Thereisamomentumaboutourschoolthatismaintainedbyallandsupportedbyteamwork.Ifeelblessedtoworkinaschoolwherewe

areencouragedandsupportedtopushinnovativeboundariesanddowhatisbestandneeded

byourstudents._______________

Innovation:ourteachersareverycommittedtoinnovation.Weareallonthesamepagein

regardstofindingtherightapproachforeachkid.Thatmeanswedifferentiate,inspireand

reachforsomethingbetter.

Startinganewschoolwithintegratedtechnologyisexciting.Itmeansthatweareembracingthefutureandfiguringoutabetterwaytoeducateversusthesametiredclassroom.

AsaSpecialEdteacherIamalwayslookingforthebestwaytokeepthekiddoinclassandmeetthemattheirzoneofdevelopment.Thereisawaytoreacheachkidregardlessof

disabilityorlearningstyle.IthinkthatQueenAnneiscloserthanmostschools."

_______________

WhatIloveaboutQAEisthatIamconstantlyinspired.Therearenoteacherswhobelievethattheyarealreadyasgoodastheycanget.Ourteachersalwayspushthemselvesto

improve.Welistenthoughtfullytonewideas.Weallputintheextraefforttotrynewthings.It

nevergetsold.

AnotherthingIloveisthefocusonwholechildlearning.Ofcoursewestrivetobegreatmath

teachers,literacyteachersandscienceteachers.However,wealsoareallveryconcernedwithteachingstudentshowtohaveself-control,howtoworkwithothersandhowtobethebest

versionofthemthattheycanbe.Thismakesworksomeaningfulaswecanseesomanyareasofgrowthinourkids.Attheendoftheyear,sure,theyhavegrownaswritersandreaders...

Buttheyhavealsogrownasfriendsandcommunitymembers.It'sexcitingtosee!


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ThisistheonlyschoolIhavetaughtwhereteachersandadministrators

prioritizelong-termsuccessovershort-termandnarrowgoals.AtQueenAnneElementary,wereinterestedinhelpingkidsunderstandthatforbetteror

worse,theyareself-directedlearners.Ourgoalwillbetohelpthemdirectthemselvestowards

acomplex,inquisitive,andpositiveengagementwithlearning.Project-basedlearningdoesthisonanumberoflevels.Itallowskidstograpplewithopen-endedquestions,explore

multiplepathsofinquiry,experimentwithcreativesolutions,andcontendwithsetbacksinasafeenvironment.Mostimportantly,itallowskidstodemonstratemasteryofatopicin

personallymeaningfulways.

Undertheteachersguidance,astudentwillstrivetopresentafinalprojectthatreflectshisor

hernuancedunderstandingofthetopic.Aunitwillleadtoavarietyofproducts,dependingon

thechildsinterests,skills,andneeds.Culminatingprojectswillincludeavarietyofmedia,forums,andpresentationtechniques.Onestudentmightproduceaplay,supportedbya

dramaturgicalessay.Anothermightcreatearadiodocumentary.Athirdmightoptforanold-

fashionedresearchpaper.Regardlessoftheformat,awell-constructedfinalprojectisasuperiorreflectionofmasterythanasimpleunittest.

__________

Energy:Freshandalive;Drive:whatsbestforourkids;Risks:comfort,safeplacetotakerisks,ourdiscomfortiswherewegrow;Attitude:feelslikefamilyallinclusiveorstrivingto

that;Collaboration:inavarietyofrelationshipsstaff,parents,andcommunity;GlobalConnection:reachingoutbeyondourschoolboundaries.

__________

Ifeelprettyluckytohavebeenabletoparticipateinthecreationofapublicschool.AsIlookbackovertheworkwehavedonesinceidentifyingourfoundingpillarsIamamazed.

Atthetime,Irememberthinking~arewereallyabletocreateaschoolthatcanallowour

studentstobecreative,self-directed,compassionateandcaringcitizensoftheworldwho

learneverywhere,learntogether,thinkcriticallyandencourageeachothertolearnmore!?

Todothat,wewouldhavetobeabletohireamazingteachers(atthetimewehad3)and

comeupwithalotofcreative,innovativeapproachesthatconnectandengagekids.

Everyday,Igettoteachinaschoolfilledwithpeoplewhohaveopted-in.Ourentirestaffis

amazing,andtrulycaresabouteachother.Wehave11classroomteacherswhowanttoworkhardtoengagetheirstudentsandinstillinthemalife-longloveoflearning.Theseteachers

alsowanttoworktogether,supportingeachotherinlearningandriskingandbeingourbest.Wehavedrawnparentswhowanttheirchildrentobekind,safeandfaircriticalthinkersand

kidswhoarekids~connectingwelltoourpositivedisciplineandhungrytoexploretheirinterests(whichwewillhopefullystarttosatisfywithourPBL!).Ourstaffistrainedinand

committedtousingpositivedisciplinewithourstudentsandcommittedtoimplementing

project-basedlearningwithinourclassrooms.


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Studentsandstaffco-existonequallevel

whereallarevaluedandrespected.

Inteachingkindergarten,Igettheprivilegeofwatchingnewbatchesofkidsandfamiliesjoin

ourcommunityeveryyear.EveryyearIheartheexactsamethingfromfamilies,"something

feelsspecialhere."Theycanneverseemtofindtherightwordsatfirst;somejustcallit"energy."Nomatterthewordsyouusetodescribeit,youfeelit.

Here'swhatIfeel:asenseofpassion,asenseoflove,asenseofexcitement,asenseof

commitment,andastrongsenseofcommunity.Notonlydoesthisfeelingflowthroughthe

teachersandstaff,itflowsthroughthekidsandtheparents.ThisindescribablefeelingiswhatmakesQueenAnneatruelaunchingpadforlearning.

_______________

Ihadalwaysimaginedthatperfectschoolwhatitwouldbelike,soundlikeandfeellike.In

mysearchtofinditIbecameuninspiredandbeganthinkingaboutschoolreform.WhenI

landedatQueenAnneElementary,Iwassoimpressedwitheachandeverystaffmember.Thepositivestories,creativelessonsandtruepassionleadmetobelievethatIhavefoundthat

perfectschool.IfeltthatIwassolucky!Now,whilelivingthedream.Iknowthepossibilitiesareendless.

Insteadofteachingacurriculumusinglanguagesomeoneelsecreated,wecanthinkfreely.Thisfreethinkingenhancesourteachingandallowsstudentstoengageenthusiasticallyand

takeonprojectsin-depth.Projectsbecomeself-directedandcantakemanypaths.Studentsgrowtolovelearningandseeschoolasaplacetheycansucceed.Whenstudentsbelievethe

possibilitiesareendless.Studentsandstaffco-existonequallevelwhereallarevaluedand

respected.Everydayisanotableexperienceandwewilleachcarryitwithusforlife,making

theworldabetterplace._______________

QAEisa21stcenturyschool,whichisexcitinginitself,butalsoeverystaffmemberissuper-

motivatedandinformedonhowtomakefutureeducationasuccessinourmoderntimes.Iamexcitedaboutthecrossoverofcontentareaandsubjectsstudentswillexperiencefrom

classroomtoclassroomaswellasintoPE,theArts&Library/Tech.

_______________

FrommyfirstinterviewwithQAEandeveryday,Iamstruckbyhowconcernedandpassionatethewholeschoolisabouteachstudent.AtQueenAnne,weshareallofour

studentsandweareworkingtogethertoensureeachstudentissuccessfulinallareas:socially,emotionally,andacademically.

Additionally,theamountofteamworkthatisdisplayedattheschoolisamazing.Throughall

ofthiscollaborationwearepushingeachothertobethebestteacherswecanbeandtheninturnareabletohelpourstudentsgrowintocompassionate,collaborativecitizens.


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Students

Thebestpartofmeismyheart.IfIdidnthaveaheart,

Iwouldnotbeabletowrite,draw,orrun.Ilove,love,lovemyheart.

Thebestpartofmeismyhead,becauseIcanthink.

--selectedquotesfromMs.MecksFirstGradeClassProject,TheBestPartofMe.

WewantourstudentstoleaveQAEwithstrongmindsandstronghearts.


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HowwillyourstudentcommunityengageinthisCASPlan?

Studentengagementisakeycomponentofourschoolculture(seediagramonpage4).

PositiveDiscipline,ProjectBasedLearning,andregularuseofclassroommeetingsnurturetheopportunityforstudentstobeengaged.Wewantstudentstoseehowtheirinvolvementhelps

theirclassandcanimprovetheirschoolcommunityandreachbeyond.

AnexampleofwhattypesofstudentengagementwewishtoseehappenatourschoolisshowninTheLadderofStudentInvolvement(AdamFletcher,MeaningfulStudent

Involvement).FromFletcher,thehighertherungontheLadder,themorelikelythatactivity

isgoingtobemeaningfultostudents.

DegreesofParticipation: 8.Student-initiated,shareddecisionswithadults

7.Student-initiated,student-leddecisions

6.Adult-initiated,shareddecisionswithstudents5.Studentsinformedandconsulted4.Studentsinformedandassigned

DegreesofNon-Participation: 3.Studentstokenized2.Studentsaredecorated

1.Studentsmanipulated

IntheProjectBasedLearningexamplethatshowcasesour2ndgradecommunityproject(page

12)youwillseehowaprojectaboutCommunityallowsforstudentstoinitiateanactivitythatrepresentsthetopoftheLadder,Student-initiated,shareddecisionswithadults.

>PositiveDisciplineintheClassroom(contributedbyMegFarris,SELCo-Chair)

QAEhasadoptedPositiveDisciplineintheClassroom(PDC)asthekeystoneofitsSocialandEmotionalLearningcurriculum.Hence,forthestaff,PDCisntaclassroommanagementtool,

orapositive-disciplineplan.Rather,itisaframeworkfromwhichtobuildalargerschool

culture.

PDChasseveralcoreassumptionsthatQAEembraces:

- Childrenwanttoconnecttothepeopleintheirlivesandcontinuallyseekthose

connectionsinpositiveandnegativeways- Assumesthatchildrenareemotionallyandsociallycompetent- Promotesthatadultshavethejobofunderstanding,acknowledging,andsupporting

thechildrenastheycontinuetolearn- Misbehaviorisachildcommunicatingthathe/shedoesntfeelconnected(ratherthan

beingmaliciousormanipulative)


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>ProjectBasedLearning(contributedbyCiaraLeckie,QAEteacher,2ndgrade)

ThepairingofPositiveDisciplineandclassroommeetingsandPBLishuge.Theycompliment

oneanotherwell.Theprojectisengagingourstudentstothinkcriticallyaboutrulesandreasonswhywehavethem.Ithinktheyaremoreinvestedinhelpingourschoolbeasafeand

organizedplaceandhopefullythislaysafoundationtohelpingthemunderstandcommunityinabroadersense.

OurthemeisCOMMUNITY.

CONCEPT:Governingoneselfwithanawarenessoftheneedsofcommunity.

Thetitleoftheprojectis"WHO'SLOOKINGOUTFORYOU?"Andourdrivingquestionis:Howcana2ndgraderbeaherointheircommunity?

WehaveonemainPBLstandardand2mainCommonCoreStandardswearefocusingon.

BothclassroommeetingsandPBLtimearevenuesforustoidentifyandtalkaboutconcerns.WeareusingresourcesfromthePBLbooksthathelpstudentself-assessandgroup-assessprogress.Thestudentsfilloutthe"ProjectTeamContract"andsignit.Theteamwillfirsttry

toworkoutconcernsifamemberisnotfollowingtherulesandifthatdoesn'twork,theywill

askforteachersupport.

Fortheschoolrules,asaclasswebrainstormedalistoftopicsweneedtocover.Thestudents

thenpickedtheirtop3topicsandtheteachersmadegroupsusingtheirchoices.Afterforminggroups,theyhadtodecidewhodidwhatrole.Wehaveaprojectmanager,assistantproject

manager,recorder,announcer,andtech/supplymanager(groupsof5).

Withsometeachergiventemplatesandsomestudent-createdsheets,eachgroupcomesupwithaplan.(Whattoteach,planforinterviewingexperts,astoryboardfortaping,writingscripts,etc.)Beforetheycanvideo,ateacherwillreviewtheirplan.Wecalledinsomeexperts

suchasMr.Jeffreytoteachusaboutusingflipcamsandsavingfiles.TheywillalsobeusingMr.R,Ms.Jacki,Mr.Elliottandanyoneelsetheyfeelisanexpertintheirarea(therunning

lapsgroupwantstointerviewJacksonLee!).

Thisisourkickoffthatwillstartexpandinghowwecontributedtoourschoolcommunityand

thenwe'lltakeittoourlocalcommunityandmakeconnectionstowhatisgoingon

nationally/globally.Wearegoingtofocusonthe3areasoflocalgovernmentanddemocracy1.HealthandSafety;2.Welfare;3.Housekeeping(similarlytohowourschooloperates).

_______________

Wearecommittedtoprovidingopportunitiesforstudentengagementinallareasofourschoolandhaveaschoolculturewherestudent-initiatedstudentengagementissupported

andcelebrated.


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Parents

Fromourownjourneyofparentingandmanyyearsofprofessionalcareers,welearnedavaluablelesson

thatbeingacademicallyadvancedisonlyaveryminor

partofbeinghappy,successful,andcontributing

membersofsociety.


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WhatmotivatedyourschoolcommunitytosupportthisCASapproach?HerearesomeselectedcommentsfromparentsaboutQAEandtheirsupportoftheCAS.

WechoseQAEforourkindergartenersonmainlybecauseofthefollowingtworeasons.

1.Whenwetoureddifferentpublicschools,wewerelookingforaschoolwherethecurriculumisnotentirelyfocusedonacademiclearning.Fromourownjourneyofparenting

andmanyyearsofprofessionalcareers(weareascientistandasoftwareengineerwithadvanceddegreesfromworld-leadinginstitutions),welearnedavaluablelessonthatbeing

academicallyadvancedisonlyaveryminorpartofbeinghappy,successful,andcontributing

membersofsociety.Themostimportantfactorstoyoursatisfactioninlifeareyoursocialandemotionalwell-beingandhowresilientyouareinadjustingtolife'schallengesand

adversities.Therefore,integratingsocialandemotionallearning,inouropinion,shouldbeone

ofthecorecurriculainaschool.QAE'ssocialandemotionallearningprogramistheir

"PositiveDisciplines"approach.Thisapproachadvocatestreatingchildrenwithrespectandempoweringchildrentobecomeself-thinking,problem-solving,andcapablecitizens,whichinouropinion,isexactlythegoalofeducation.

2.DuringourtourofQAE,wewerepleasantlysurprisedtolearnthattheschoolhasadopted"Project-BasedLearning".Asaneducatorwhohasworkedinuniversities,Ifirmlybelievethat

knowledgedisseminationbytraditionallecturesisaveryineffectiveeducationalmethod.

Knowledgeandskillsmustbelearnedbystudentsthemselves.Theeducators'roleistomotivate,guide,andfacilitatethislearningprocess.Bydoing"Project-BasedLearning",QAEis

allowingthestudentstolearnimportantskillsinlifebyworkingwiththeissues,observingtheissues,andlearnfirst-handhowtoinquireknowledge,howtodoproblem-solving.

"Project-BasedLearning"alsopromotescreativethinkinginstudents,avaluableskillthatwillbenefitthemfortherestoftheirlives.

WestronglyandfirmlysupportQAE'sapplicationtobecomeaCASschool,aswebelievethisishoweducationshouldbedone.Wewilldoourbestinsupportingtheschoolinbecominga

pioneerinelementaryeducation,tobringupanewgenerationofchildren,whowillbekind,

compassionate,resilient,andcapablecitizensoftheworld.

--AngelaLui

WeselectedQAEafteranexhaustivesearchinbothprivateandpublicschoolsforourson.Wewantedtofindaneducationallyrigorousatmospherealongwithasupportivecommunity

thatembracesbothnewandclassicteachingmethods.OursonhasflourishedatQAEandwecouldnotbehappier.Thecommunity,staff,andprincipalareallunitedinprovidingthebest

educationforeachchildandbuildinginaloveoflearningintheprocess.

--ShellyDillon


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OurgreatestassetatQAEisourteachingstaff.Theirknowledgeandpassionforeducationisthepulseofourschool.IsupporttheapproachdevelopedbytheQAECASteambecauseofthe

autonomyandflexibilityitallowsourprincipalandteacherstoimplementteachingmethodsthatwillhavelife-longbenefitsforourchildren.Ihighlyvaluecollaborationamongthe

teachersthatnurturestheircreativityandallowsforconsistencywithregardstogradelevelprojects,classroommanagement,andschoolvalues.Irecognizethatrelieffromthecurrent

hiringprocessisanimperativeelementoftheQAECASapproachthatallowsthecareful

additionofprogressive,outstandingteachers.

--AlisonPayayus

IwasmotivatedtosupporttheCASapproachforseveralreasons:

- Ihaveseenfirst-handhowevensmallstepsintakingadifferentiatedapproachtolearningintheclassroomallowsallchildrentothriveandsucceed.Ibelievethatthe

combinedelementsintheQAECASplanwillexponentiallyincreasethispotentialfor

differentiatedlearning.- Thefocusondevelopingthewholechild-theirsocial/emotionallearningandabilityto

workinteamsonprojects-asapartoftheCASwascrucialformysupport.Theseskillswillserveeverychildwellintheiryouthandadultyears,regardlessoftheirrelative

academicsuccess.Andithasbeenproventoboostacademicsuccessaswell.

- IhavepersonallyworkedwithandspokenwitheachmemberoftheQAEstaffandknowthattheircommitmenttoindividuallearningofeachandeverychildatQAEis

unequivocal.TheplaninplaceforQAECASincorporatesallthebestthinkingfromthis

amazinglytalentedstaffandleadership...toremovethecurrentbarriersinplacetoreallydeliverontheplanwillshowdefiniteresults.

- AsleaderofthePTSAforthepast2years,Iknowthattheoverallparentcommunitysupportstheinitiative,includingalong-termcommitmenttoprovidingresources(time

andmoney)tomakethisplansucceed.

WhatIloveaboutQAEisthatmytwochildrenareloved,safe,andlearningeveryday--by

everymemberofthestaffandbythelargerparentcommunity.Itisateameffortbyall!

KarrieSanderson2010-2012PTSAPresident


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HowwillyourparentcommunityparticipateinsupportingyourCASPlan?

OurparentswillbeofferedmultiplewaystoparticipateintheelementsoftheCASPlanand

supportingQAEsCASplan.Wewillcontinuetousefamilyeducationnightsandparentmeetingstocommunicateinformationandgetfeedbackfromparents.WewilluseourCAS

ParentReviewTeam(PRT)tocontinuetomonitorourplan,implementation,and

performancereview.WewillexpandormodifytheroleoftheCASPRTtoincludegradelevelrepresentativesthatworkwiththeBLT.

Wecommunicateataschoollevelwithblogupdatesbyourprincipal,dailyemailstoourfamiliesandupdatesonourwebsite.Ourteachersallcommunicateweeklybyblog(and

newsletter).TheseexistingcommunicationchannelshelpuscommunicateCASinformationtofamilies.SincedecidingtoparticipateintheCASinMarch2012,wehavebeenmaintaininga

websitededicatedtotheCASprocesstohelpkeepourparentsandstaffuptodate.

ThereareseveralwaysourfamilieswillbeabletosupporttheirstudentsthattietoourCAS

plan.Levelofparentengagementmakesasignificant(andmeasureable)impactonstudent

success:Whenfamiliesregardlessofeconomicstatus,ethnicityortheleveloftheparents'

educationareinvolvedintheirchildren'slearningbothathomeandatschool,thechildrendobetteratschool."ANewWaveofEvidence:TheImpactofSchool,Family

andCommunityConnectionstoAchievement,"(AnneT.HendersonandKarenMapp,2002)

EngagementcanbecategorizedintoSixTypesofInvolvement(Dr.JoyceEpstein,directoroftheNationalNetworkforPartnershipSchoolsatJohnsHopkinsUniversity)

1.ParentingFamilieshelpcreateahomeenvironmentthatsupportschildrenintheirlearning.

2.Home-SchoolCommunicationEffectivetwo-waycommunication(fromhometo

schoolandschooltohome)aboutschoolprogressandthechild'sprogressonalllevels

(academic,socialandemotional).

3.VolunteeringFindingwaystohelpoutatschool,inthedistrictorathome.

4.SupportLearningatHomeSchoolsandfamiliesworktogethertofindwaysin

whichfamiliescanhelpwithhomeworkandotherschool-relatedactivitiesathome.

5.Decision-makingFamiliesandschools/districtcollaborateinschooldecisions;

familiesaregiventheopportunitytohaveinputintopoliciesanddecisionsthataffecttheirchild'seducation.

6.CollaboratingwiththeCommunityDevelopingpartnershipswiththecommunityto

strengthenschoolprograms,familypracticesandstudentlearning.


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Wewillbetargetingareaswherewecanimproveandbolsterourtypesofinvolvement:

>Streamliningaweeklycommunicationaboutwhatisbeingtaughtinclass,questionsparents

mightasktheirchild,guidanceantalkingwiththeirchildaboutgoalsandexpectationsforthatworkandprovidingspecifictipsabouthowtohelptheirchildathome.(Thisalsotiesto

elementsofourreportcard.)

>Developaplanfortieredengagementintervention.Identifyfamiliesreluctanttoengageand

determinebarriers;thissupportcanrangefromtelephonecalls,mailinglettersandorschedulinghomevisits.Wewillworkhardtoestablishagreatpartnershipwithallofour

families.

>KindergartenFamilyOutreach.Whatweveimplementedsofar:

OpenHouse&Tours(Spring)SummerPlayDates

RisingKsWelcomeWeinvitedkindergartenfamilieswhowereplacedatQAEtocome

andvisitforamorninginearlyMay.IncomingfamilieshadachancetovisiteachKclassroom,participateinateacher-ledactivity,andthenhavetimetoexploretheclassroom.Theevent

culminatedwithasimplebrunchinourcafeteriaandawelcometalkfromourprincipal.

BacktoSchoolOpenHouse:Usuallyoccursaweekbeforeschool.Classroomassignmentsarepostedandstudentsandfamilieshaveachancetomeetteachersandexploretheschool.

Anelementwearedevelopingispreparingourparentsforhowthetransitionwillaffectthem.

CasualconversationsfromKparentsatarecentKindergartenSocialbroughtthistoour

attention.Whileparentsfeltconfidentinpreparingtheirchild/renforschool,manyparentsexpressedhowtheydidnotunderstandthesocialimpactandtimeimpactthatschoolhason

theirschedulerangingfrom:makinglunches,transportation(inallforms:pedestrian,bus,driving),fillingoutpaperwork,reviewinghome/schoolcommunications,anxietyaboutnot

knowingthetheirchildsscheduleandattendingschoolsocialevents.Parentsexpressed

feelingverybusyandbeingsurprisedbythebusyness.

HowwillfamiliesgiveinputandfeedbackaboutyourCASPlan?Howwillthatfeedback

beincorporated?

Thebestopportunitiesforourfamiliestogiveinputandfeedbackwillbeatschoolmeetings,CASParentReviewTeamandthroughsurveys.Wewillalsoworktounderstandourparent

prioritiesforcomponentsofourplanandbalancehowdifferentfamiliesperceivethe

importanceofdifferentaspectsoftheCASplanandworktoweightthemappropriately.

WewanttotrackallresponsesandreactionstoQAEsCASplan.Ifweseeatrendofnegativereactionstoaparticularpointinourplan,wewillworkwithourparentstofindoutwhythey

object,whattheirconcernis,whatsolutiontheycanofferandhowwecanbalancetheirneed

andthevisionandresearchbehindtheidea.Positivefeedbackwillhelpusidentifyareasvaluedbyourparentcommunity;negativefeedbackwillgiveusachancetodiscusswhya

certainCAScomponentisviewedpoorlyanddeterminewaystofine-tuneandmakethings

relevanttoallourstakeholders.


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HowwillyourstaffandparentcommunityensurefidelitytoyourCASPlan?

Havingeveryonecommittedtotheplanbeforeitgoesintoeffectisthefirststepinstickingto

theplan.Nextisthatourparentcommunityiskeptup-to-dateontheprocess.Welloutlinewhatweredoing,whenweredoingit,whyweredoingitandthedesiredresults.

ForourstaffwespecificallywillkeepourCASplanontrackthroughBLToversight,staffmeetings,reviewingourCASplansduringplanningtime,andthencreatingandfollowinga

CASImplementationChecklist.

Involvingourparentcommunityinthediscussionaboutasite-specificreportcardwillbe

significantwaytooutlinetheplan.TheQAEReportCardwillbehowwemeasurealltheelementsofourprogramandthuswillbeagoodwaytooutlineourcurriculaandplan.

HowwillyourCASPlanengagethecommunity?

WecurrentlyhaverelationshipswithQueenAnneManorandtheQueenAnneFoodBank.WehavebeenworkingwiththeQueenAnneFarmersMarkettosupportourgardenand

food/farmprograms.Thisyear,webeganworkingwiththeDwankhosiHopeSchoolinZambia.

OurfocusforpartnershipsthisyearistiedtoProjectBasedLearning.Forexample,our2nd&3rdgradersjustworkedwiththeSeattleParksDepartmenttoprovidecommunityservice

hoursinalocalpark,spreadingmulch.Wearealsodefiningprojectsthathaveatechnicalaspectandareoutliningopportunitiestoworkwithlocaltechnologycompanies.

WeenvisionaPBLParentTeamthatworkswithourstaffandcommunitytohelpQAEidentify

possiblepartnershipswithbusinesses,professionals,andothercommunitybasedorganizations.

WehaveaparentmeetingonOctober18thtodiscussCreativeApproachSchoolsandanother

meetinginNovember.WewillhaveCASParentReviewTeammeetingsbetweennowandtheendofNovemberaswellandwillhavemoreinformationandfeedbacktocertainportionsofour

CASplan.


20/36


WhatcriteriawillyourCASplanproposetomeasureitssuccess?And,howwillyouconnectdata,monitorprogressandtrackingstudentachievement?WewillbeusingdatafromourStudentInterventionTeam(SIT,seepage)andQAEreport

card(seepageXX).Wewillbecreatingassessmentanddatareportingtoolstoallowusto

inputdataandseeresultsimmediately.

Thecomponentsthatweseenecessaryformeasuringourprogramandunderstandingoureffectivenessare:

- SITintakedatatwiceperyear- Mathassessment- Literacyassessment- SELassessmentmetrics(linkedtoPositiveDisciplineandKelsosChoices).- ProjectBasedLearningRubricsandCommonCoreStateStandards- Studentself-assessment

OneofourobjectivesistomeasurehowourSELprogramisimpactingstudents,the

classroomclimate,andourschoolculture.Wewanttobeabletodefinecriteriatomeasureskillsandthenbeabletolookattheeffectovermultipleyears,bystudentoveryears,etc.

Weneedtoreviewourvariousgradelevelassessmentsanddeveloporfindawaytoassessstudentsinmathandliteracyskillsatthebeginningoftheyearandhowwecanquickly

measureandreportonprogress.Forexample:inputassessmentdatadirectlyintospreadsheets(orviaawebapp).

Developquickreviewcyclesformathandliteracytoseewhatsworking,whatsnot,andwhat

needstweaking.AsourQAEreportcarddevelopsandwecanseewhatinformationwewanttoshow,wewill

beabletostartdefiningwhattypeofdataweneedtocollectandthenhowwecollectthat

data.Thisdata,aswellasourSITdata,willbecollectedelectronically.

WewillcontinuetotaketheMAPinallgradesandhaveour3rd5thgraderstaketheMSP

tracktheinformation.


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Inthefollowingpageswehaveoutlinedsomeofourareastoinnovateandfollowedthe

criteriayourequestedinthefollowingtables.

MathandReadingClubs

CriteriaforChoice Identifiesstudentswhoneedextraworkonmathandreadingandallowsaccesstoonlineresourcestoincreaseskill-buildingtime,

offeredbeforeschool/afterschool.Thesewillbeofferedtostudentswhoneedmoretimetomeet

standards.Formath,wewillusetimeonDreamBox(formath).Andfor

readingwillweofferRaz-Kids,readingtimeandstorytime.Wewillofferthisstudentswhoneedhelpgettingtogradelevelfirstandthen

wouldliketoofferthistoallstudents.

TrainingofTeacherCore

ForMath,workingwithstafftounderstandreportingfromDreamBoxandusingthatdatatohelpstudentsintheclassroom.Forreading,

reviewsomeresearchandcasestudiesoneffectiveliteracyprograms.

PlanningTime/Collaboration

Forreading:Ideallyhavestaffoutlineinformationandtrainvolunteerstohelpoverseestudents.

Assessmentof

Outcomes

DreamBoxhasitsownassessmenttoolsandreportsto

teachers/parents.Forreaders,timeandmaterialsusedduringreading

clubtimeshouldbekepttrackofandadditionalassessmentsfromteachersshouldbeperformedtomeasureimpactofreadingclub

program.

ResponsetoStudentNeed

Providesextratimeinsmallgroupstoworkoncoreskills.Teachstudentshoweffortrelatestoperformance.

OngoingAssessment

Continuetomeasureextratimeinmathorreadingclubtoassessmentsinclassroom.Detailfrequencyofattendanceinclubsandin-classassessmentandtrackstudentperformancecarefully.


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SocialandEmotionalLearning/PositiveDiscipline(inprogress)

CriteriaforChoice PositiveDiscipline(PD)isaframeworkforourschoolcultureandforPBL.PositiveDisciplinecriteriaandassumptionsalignwithQAEgoals:

FivePillarsandBeSafe,Kind,&Fair.


-10-weekcourse-Annualstaffrefresher

PlanningTime/

Collaboration

-DiscusshowPDisusedtomanageandimproveclassroombehavior

-Planningclassroommeetings

AssessmentofOutcomes

Forstudents:developcriteriatomeasuresocialandemotionalskills.Forteachers:developcriteriatotrackandmeasureclassroom

management(lookingatblow-ups,misbehavior,timeittakesastudent

tocalmdown,howusingPDreducesclassroomdistractions).

Responseto

StudentNeed

-Respectsstudentsneedsandhelpsidentifycausesofmisbehavior

-Supportshowstudentsinteractwitheachother

-Helpsstudentcopewithpeerswhoareoff-taskorhavingproblems

OngoingAssessment

Longtermlookateffectofclassroommeetings,studentself-management,classroommanagementandindividualbehavior.

SocialandEmotionalLearning(Overview)inprogress+developing

CriteriaforChoice Socialandemotionallearningisweightedevenlywithouracademiclearning.Researchshowinghowsocialandemotionalcompetencyand

traitsinfluencefutureoutcomesisofhighinteresttoourcommunity

andwearerespondingtothisinourprogramsanddevelopmentofwaystomeasureit.Whenwelookatourdistrictgoaltoensureevery

studentisreadyforcollege,careerandlife.OurSELprogramisoneof

thestrongestsupportswecanprovidetoachievethis.

Trainingof

TeacherCore

KELSOsChoices,RootsofEmpathy,GrowthMindset.


Initialtraining,annualrefreshertraining,gettinginformationhometoparents.

Assessmentof

Outcomes

WearereviewingvariouswaystomeasureSELskillsandtraits.


Helpingstudentsdeveloptheirskillsofself-advocacy,problem-solving,criticalandcreativethinking,perseveranceandgoalsetting.

Ongoing

Assessment

WewilllookatSELfromthreeperspectives:schoolculture,classroom

climate,andindividualstudentcompetency.Evaluate,self-control/

student-drivenintervention(goingtocalmspots,KelsosChoices,etc.)anddevelopassessmentsforfactorsinself-awareness,self-

management,social-awareness,andsocialmanagement.


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ProjectBasedLearning(inprogress)

CriteriaforChoice Anapproachthatpreparesstudentstothink,create,andcollaborate.Fitsourmodelforschoolcultureandsupportingthecapablechild.

Designedtoteach21stcenturyskillsandismovingrapidlytoalign

CCSS.Positiveforstudentsandteachers.

Trainingof

TeacherCore

2DaysPBLTraining

-5DaysProjectPlanningTime


-GradelevelTeamsmeet2x/monthaspartofPLCtime.-Inourlowerelementarywherewehave23teacherspergrade

level,weareworkingtowardblockedoutplanningtimeduringthe

schooldaytoincreasecollaborationtime-Asourgradelevelteamsfillineachyear,ourabilitytohaveGLP

blockedoutduringPCP(andintegratedintotheschoolworkday)will

improve.


-PBLStandardstoGuide-CommonCoreStateStandardsIntegration

-ProjectSpecificRubrics-Self-assessment,authenticassessment

-Presentations,blogs,iMovie,VoiceThreadpropos

ForStaff:AswelaunchintoPBL,wewillbereviewingourfirstyearprojectsandwillbefine-tuningasnecessary.

Responseto

StudentNeed

-Differentiatedinstruction,effectiveforalltypesoflearners

-Develops21stcenturyskills(FivePillarsCore)

Ongoing

Assessment

Specificrubricstomeasurestandardstaught.AlsoaligntoCommon

CoreStandards.Teacherswillusethesameprojectsandwillhaveachancetofine-tuneassessmentsofprojects.

Self-assessmentandauthenticassessmentforstudentstoreviewtheir

ownperformanceandwork,withuppergradesusingtheireFolioandblogtoshareprojectwork.


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QAEReportCard(proposed)

CriteriaforChoice -Toprovideteachers,familiesandstudentswithrelevantdataandfeedbacktiedtospecificcurricula

-Importantsteptoanalyzingourdataandmovingtowardadata-

drivenschool-Steptowardmorefrequentassessmentsandtracking

-Allowsustodetailstandardstaughtandcommunicatespecificstoparents(meethome/schoolobjectivetohelpparentssupportstudents

athome)


Wewillneedtoworkwithstafftoshiftfromcurrent(mostlypaper)methodsofassessment/datacollectionandtrackdata

electronically/onlineandlooktoautomatewherewecan.

PlanningTime/

Collaboration

-HelpswithourmovetoCommonCoreStateStandards

-WillpushourknowledgeofPBL/21stcenturyskills+CCSS-WillrequiredevelopmenttimeandGLPtime

-TietoParentEngagementandbuildinexplanatoryinfoforparents,bygradelevel,seeksparentinput/aparentteam

Assessmentof

Outcomes

-AssessmentspecifictowhatisbeingtaughtatQAE:corecompetency,

enrichmentclasses,SELskills,CCSS,PBL

-MeasuresforParents/Teachers-MeasuresforTeachers/School

-StudentReportCard:TieevaluationtotheFivePillarsandBeKind,BeFair,BeSafe.Usewithstudentstohelpcommunicateexpectations

andhelpstudentsgoal-set.


-Focusesonspecificstudentdevelopment-Allowsforstudentstobegroupedtogethermorequicklyallowingfor

smallgroupinstruction

-Helpsteachersidentifiedstudentlearningtypes,canindividualizeinstruction

Ongoing

Assessment

-Movetowardbecomingadata-drivenschool

-Rapidassessmentcyclestohelpindividualizelearning,planinterventionandevaluatecurriculaand/ormethods:determinewhat

isworking,whatisnotandtakeimmediateaction.

-Includeassessment&measurementofSELskills.-Understandinghowtohavemorerapidassessmentcycleswillallow

ustorespondtostudentsneedsmorequickly.Weprovideself-assessmentopportunitiesforourstudents

(supportingself-directed,criticalthinkingPillars).-Inart,bygradelevelourstudentsfollowacriteriaandassessingtheir

ownworkbasedonthecriteria.

-Inourlowergrades,photosaretakenduringthedayandstudentsreviewwhattheyfeeltheyseeinthephotosandworktoidentifyskills


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Ongoing

Assessment

andtraitstheyseeinaction.

-Inouruppergrades,weuseeFoliosforbothstaffassessmentandstudentself-assessmentofwork,aswellasevaluatingtheiroverall

eFolioforspecificobjectives.

-InPBL,studentshaveaself-assessmentrubricappropriatebygradelevelandforperformanceinteamwork,projects,presentations,etc.

Data-DrivenSchoolproposed/planninganddesign

CriteriaforChoice Aspartofaprofessionallearningcommunity,weneedtobeableto

monitorprogress,connectdataandhaveasnapshotofstudent

achievementatalltimes.Ourteachersarefrequentlyassessingstudentsandmodifyinginstructionbasedonthatdata.Wewanttobe

abletotrackthatinformationandunderstandhowourteachingandassessingandoutcomesworktoproduceresultsandhowwecan

maketheassessmentandstudentperformancetrackingstreamlined

andeasilyaccessiblebystudentandacrossschoolyears.


Additionaltrainingmaybenecessarytohelpstafffeelcomfortableworkingwithdataanddatatools.

PlanningTime/

Collaboration

ThiswillbecomeanimportantpartofGradeLevelPlanningtimeand

PLCtime.Identifieswaystoassessandidentifystudentswhoneedintervention(eitherasremedialoraccelerated)assoonaspossible.

Assessmentof

Outcomes

Weneedtobeabletoseeouryear-to-yeardata,detailedtoour

curriculaandothertestscores.

Responseto

StudentNeed

Helpsusunderstandinghowourteachingandcurriculaeffects

studentsAdjustinstructiontolearningIdentifywherestudentneedssupport,morequickly.

Ongoing

Assessment


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All-DaySIT(StudentInterventionTeam)Inprogress

CriteriaforChoice SchoolInterventionTeammeetswithteacherstoreviewallstudents.Goalistounderstandtheareasofneedsforallofourstudentsin:

academics,SEL(behaviors,socialskills),FamilyandHome,Strengths

andothersupports.Weidentifystudentswhoneedextrasupportandmakesurethatwehavetheresourcesinplacetosupportthestudent.

Trainingof

TeacherCore

Forourteachers,thishasbecomepartoftheirstandardstudent

assessmentandintake.Aswedefineallareastotrack,wewillconsultwithourteachingteamstomakesurewehaveallevaluationpoints

covered.


TheSITiscomprisedofschoolprincipal,schoolpsychologist,nurse,OT/PT,resource/specialeducationspecialistandtheteachers.

Assessmentof

Outcomes

Hereisanoverviewofourlasttwoyearsofstudentswhoneeded

additionalsupport(eithertogettostandardsortoworkatan

acceleratedpace.)-2010-11,10studentsidentified(112enrolled)

-2011-12,12studentsidentified(225enrolled)-2012-13,SITevaluationtooccurinlateOctober.

Responseto

StudentNeed

-Allowsstudentsbeidentifiedforadditionalresourcesandsupport.

-Wehavehiredtutorstohelpstudentsgetextratime.-Allaspectsofstudentlife(fromtheclassroomtohomelife)are

eligibletoreceivesupportandresources.

Ongoing

Assessment

WeevaluateforourSITinOctoberandMarch.Wewillformalizethe

intakeprocessandmeasuresthatwerecord.Wewanttheabilityto

trackstudentsthroughouttheircareeratQAEandlinkinterventiontimeandresourcetooutcomes.OngoingassessmentwillincludeareasoutlinedaboveinCriteriaforChoice.


27/36


StaffCollaboration&GradeLevelPlanning(inprogress&proposed)

CriteriaforChoice -StrengthensourProfessionalLearningCommunity(PLC)-Supportsteamworkandcollaboration

-CriticalforPBLplanning

-Targetstudentneedswithfocusonvisionandcurricula

Trainingof

TeacherCore

-Ourstaffhasastrongdesiretoworkinteamsandcollaborate.They

enjoylearningfromeachotherandsupportingeachother.OurPBL

trainingincludedtraininginformationaboutgradelevelplanning.-Wehavedoubledourstaffinthelasttwoyearsandwilladdseven

staffmembersoverthenextfouryears.OurstrongPLCandGLPwillallownewstafftoacclimatetoourschoolculturecanstarttheschool

yearonthesametrack.

PlanningTime/

Collaboration

WearecurrentlysplittingPLCtimewithGLPtime.

-Weareconsideringaddingadditionaldaysforprofessionaldevelopment(withthegoalinmindthatwekeepstudentsatschool

forenrichmentactivities).


-PBL/GLPdirectlysupportedourrapidlaunchofPBL

Responseto

StudentNeed

GLPandPLCgivestudentsthebenefitandexperienceofmultiple

teachersandmoreteacherexperienceyearsthanateacherworkinginisolation.

Ongoing

Assessment

WearestandardreportstotrackourPLCandGLPtime.


28/36


Wearepushingtheboundariesforwhatmakesaclassroom.

--JeffreyRiley,QAELibrarian

Technology/AdaptiveLearningSoftware(KhanAcademy) (inuse)

CriteriaforChoice Free,multiplelevelsofdifferentiation,reinforcesself-directedlearnerpillar,integratesdifferentteachingtechniques(videos,guided

practice,hints)


Self-guidedinitialusebyJoeBailey-Fogarty.JoewillpresentabrieftrainingonaPDdaytobedetermined.

PlanningTime/

Collaboration

Sometimeneeded(~30minutes)forstafftraining.Planningtimeto

includesetupofstudentaccounts,preparationofstudenthelpmaterialsandparentinformationsheets.Collaborationaccomplished

byconnectingstudentstoappropriatecoaches,classroomteachers,

specialedteachers,administration,(As,tutors,orothermentors.)

Assessmentof

Outcomes

Coacheshaveaccesstoanongoing,detailedreportingsystem

showingstudentsprogress.Includesinformationsuchasareasof

proficiencyanddifficulty.Specificproblemsthestudentstruggleswith,whichconceptstheyaskforhelpin,andhowlongthestudenttookto

answereachparticularproblem.

Responseto

StudentNeed

Withguidancefromtheteacher,KhanAcademyallowsthestudentto

directhisorherownlearning.Eachstudentmustinvestigatethevariousmathstrandsandchooseanappropriatelevelforneeds.

Mathematicalconceptsmasteredatearlierstagessupportlearningasthestudentprogressesthroughtheknowledgemap.

Ongoing

Assessment

Monthlystudentself-assessmentviaexaminationoftheirowncoach

reports,re-calibrationofthestudentschosenpracticelevelbasedonteacherfeedback,parentconnectionviaemailedprogressreports.


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Technology/DreamBox(inuse)

CriteriaforChoice Adaptivelearningsoftware.FreetrialandSPSchoice.


WorkedcloselywithDreamBoxtrainersindevelopmentandpiloting.


NeededtofurtherassessmentbenefitsofDreamBoxandidentifycorrelationsexistbetweenusageandimprovedperformance.


Rapid,instantassessment,teachersarenotifiedofareaswherestudentarenotunderstandingconceptsandcantacklethoseconceptswith

studentsquickly


-Allowsstudentstostartwheretheyareinafastpacedprogram.-Helpsstudentsimprovequicklyonmathconceptsandskills

Ongoing

Assessment

-IntegratingDreamBoxdatawithotherperformancemeasures

-ReviewtimespentonDreamBoxandMAPMathtestresults

-AligningtoCommonCoreStateStandards

Technology/eFolios(inuse)

CriteriaforChoice -UseofeFoliosallowourteachersandstudentstobuildanonline

portfoliooftheirelementaryschoolcareer.

-Allowsforalargeaudiencetoseestudentwork(otherstudents,teachers,families,andthestudentsextendedfamily).

-Promotesstudentstechnologyliteracyandunderstandingofuseofonlinetools,digitalcitizenshipandtechnologicalliteracy.

-Studentsbegintoblog.


Trainingtounderstanduseoftoolsandsettingupstudentaccounts.

PlanningTime/

Collaboration

Asneeded.


Usedaspartofoverallassessmentandbuildingauthenticassessmentskills.

Responseto

StudentNeed

Publishingcontentonline

Collaborationskills

AuthenticassessmentCommunicationinformationaboutprojectsandworkatschool

Ongoing

Assessment

Inlowergrades,studentworkispostedonlinebystaff,volunteers,and

parentsathome;inuppergradesstudentsareresponsibleforpublishingtheirownwork(withassistanceasneeded).


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OtherTechnologyIntegratedatQAE

Asschoolfocusedon21stcenturyskills,ourlibrarianandtechnologyteacher,JeffreyRiley

viewsthewaysweusetechnologyasacatalysttogetkidstocollaborateandcreate,withour

teacherstheretoencourageandmotivate.

WereviewdifferenttechtoolsweuseatQAEandhaveparentstrythemout.Parentsgetto

seestudenteFolios,readstudentblogsandleavecomments.Wesupportparentconnections

toschoolandtheirstudentsworkandourlibrarianhascreatedaGuideforParentssotheycanunderstanddifferenttechnologyapplication,websitesandotherresourcesweuse.For

example,ourteachers,parentsandstudentsuseEdmodotoallowforsafeandsecure

communicationonlinewithouttheneedtoforemail.

WehaveanincredibleQAELibraryandResourcesareatosupportthestrongconnection

betweenschoolandstaff,homeandourstudentstosupportreading,math,science,digitalcitizenship,techtools,artmedia,informationskills,healthandfitness,andinformationskills.

QAECommunicationCatalyst

School&Staff-Website

-PrincipalBlog,StaffBlogs

-DailyeNewsletter

-Edmodo-LibraryResources

-OrangeHome/SchoolFolder

Parents/Home-Email

-Phone

-Edmodo

Students-eFolios

-Blogs

-Edmodo

-iPad Device


31/36


VolunteerTrainingClasses(inprogress,continuetodevelop)

CriteriaforChoice Maximizevolunteereffectiveness,setexpectations,anddefineteacherneedsrelatedtoclassroomvolunteers.ProvideintroductiontoPositive

Discipline,tipsonclassroommanagementandhowtobestsupportthe

teacherandstudents.-GiveallparentsincontactwithchildrenaprimerofPositiveDiscipline

-Tips&Tricks:Non-verbalwaystohelpkidsgetontrackorre-focusontaskorteacher

-Starttheyearsmoothly.Usually,itcantakenewvolunteersafew

monthstofeelcomfortable.Ourgoalwithtrainingistoskipthoseawkwardweeksandmonthandstartourvolunteersstrong.

-Communicateschoolvaluesandvisions-Setexpectationsforparents(howtohelp,maintainstudentprivacyand

confidentiality)

Trainingof

TeacherCore

Thetrainingoutlinedthevolunteersroleandwaspresentedbyour

ActivityChairandparent(aformerteacher)andthePositiveDisciplinetrainingandactivitywaspresentedbytwoofourstaff.

PlanningTime/

Collaboration

Ourteachersmetoverthesummertooutlinebestpracticesforclassroom

coordinatorsandvolunteers.Createdaclassroomcoordinatorhandbookandvolunteerguidelinesdocument.Onestaffmemberisprovidingthe

20-minutePositiveDisciplineintroductionforallfourFallSessions.

Trainingisone-hourlong.

Assessmentof

Outcomes

-Ourstudentenrollmentiscurrently278andwehavehad110parents

signupfortraining.Asof10/11/12,87parentshavecompletedtraining.

-TraininghasspurredaninterestinPositiveDisciplinefromparents.

-OurvolunteershaveonlybeenintheclassroomsinceearlyOctober.WeshouldhaveabettersenseoftheeffectivenessofthetrainingslaterintheFall.

Responseto

StudentNeed

-PositiveDiscipline/CommonLanguage:Parentvolunteersareableto

communicateinthesameterms,encouragementvs.praise,and

understandingPDmethods.-Parentscanentertheclassroomconfidentwithasolidarrayoftools

(howtonon-verballyre-engageadistractedchildorgroupoftalkingchildren)

-TherolePDisourschoolcultureissignificant.

OngoingAssessment

WewillsurveyourteachersaftertheThanksgivingbreaktoreviewdifferencesbetween2011-12and2012-13volunteersandseeksuggestionsforfinetuningthetrainingforthe2013-14schoolyearand

beyond.


32/36


IfyourequestwaiversaspartofyourCASapplication,whatimpactwillthewaiversyou

requesthaveonhiring/staffingpolicy,enrollmentpolicy,assessmentpolicy,orotherdistrictpolicies?

>Hiring

-WaiveArt.VIII,Sec.B,Phases1&2

-AlwaysstarthiringatPhase3-Starthiringearlyintheyear(beforeMay)

Weareingrowth-basedhiringmodeforthenextfourschoolyears.Wewillneedtohireseventeacherstoaccommodateourexistingstudentcapacityandnewstudentenrollment.

WewouldliketoopenhiringbeforeMaytoallowfornewstafftotaketrainingclasses(ifnecessary)andattendoursummertrainingandplanningsession.

WewillcontinuetotailorourjobdescriptiontoincludeexperiencewithPositiveDiscipline,

ProjectBasedLearning,gradelevelteamsandcollaborativeworkenvironmentasimportantskillsneededtohavesuccessinthejob.

WewillalsolookintopartneringwithSeattleUniversitytoseekoutqualifiedintersand

studentteachercandidates.

ClarificationfromCASPanel:IsanalternativetoSectionBtoOptforSectionC.SiteBased

HiringProcess(p.72)oristhiscomplimentarytopartsofSectionB?

QAE:%Capacity%&%Hiring%Forecast

Current%Classrooms Future%Classrooms/New%Hires No%Classroom *Capacity

2010@11 2011@12 2012@13 2013@14 2014@15 2015@16 2016@17*

K

1

2

3

4

5


33/36


Waivers(cont.)

>AdditionalDaysforProfessionalDevelopment.Wewouldliketoexploretheoptionof

anextendeddayandneedmoretimetodiscussthiswithourparentcommunityandstaffaswell

asreviewcost-neutralwayswemightbeabletosustainthisforthreeyears.

Adduptouptofive(5)additionaldaysforgradelevelplanningand/orallstaffplanning.Studentswouldstayatschoolandparticipateinenrichmentactivities.Dayscouldbe

restrictedtoloadcorestandardsinstructioninthefirsthalfofthedayandthenplan

enrichmentintheafternooneitherwithPCPstafforotherenrichment.

>ExtendedDay.Wewouldliketoexploretheoptionofanextendeddayandneedmoretimeto

discussthiswithourparentcommunityandstaffaswellasreviewcost-neutralwayswemight

beabletosustainthisforthreeyears.

LengthofschooldayforelementaryschoolsinSeattlePublicSchoolsiscurrently6hours.The

WashingtonStateaveragelengthofdayis6:24(6.4)andtheU.S.nationalaverageis6:42

minutes(6.7).(Source:nces.ed.gov/surveys/annualreports/data/xls/daylength0708.xls)

Anextendeddayallowsforincreasedenrichmenttime,built-ingradelevelcollaborationtime(reviewingassessments,respondingtostudentneeds*/interventions,andlengthenedcore

subjectblocktime).ItsbeneficialtosupportingPBL(longer,uninterruptedblocksoftime).

15-minuteextension(6.25day):adds45hourstotheschoolyear

30-minuteextension(6.50day):adds90hourstotheschoolyear45-minuteextension(6.75day):adds135hourstotheschoolyear

>ExtendedSchoolYear.Wewouldliketoexploretheoptionofanextendedschoolyearand

needmoretimetodiscussthiswithourparentcommunityandstaffaswellasreviewcost-

neutralwayswemightbeabletosustainthisforthreeyears.

Weproposeanextendedschoolyearbasedontheeffectsofsummerbreaksummerslideon

allchildrenandparticularlyduetothecumulativeeffectofsummerslideinK-5,especiallyin

certainstudentpopulations.(http://www.rand.org/content/dam/rand/pubs/monographs

/2011/RAND_MG1120.pdf)

>Transportation.Wewouldliketoreviewourtransportationexpensesandstudentusage

toevaluatecostsassociatedwithtransportationofourstudents.Wewouldliketoexplore

othertransportationoptionsandcompareexpensesandviabilityofthisasanoption.>AllCityDraw.ReducingourgeographicfootprinttoprovidegreateraccessforallSeattle

families.Thissupportsourvisiontohaveamorediversestudentbody.Wewouldalsoconsiderset-asideseatsforstudentsfromotherareasofthecity,suchasNoChildLeftBehind

(NCLB)Opt-Outstudents.


34/36


Waivers(cont.)

>NutritionServices

Weareconsideringaskingforawaiverfromthedistrictsschoollunchprogramandallowinganothervendortoreplaceservice.Wewouldliketobeabletoserviceourfreeandreduced

lunchstudentswithoptimalnutritionandofferschoollunchestofamilieswhowouldlikethe

optiontopurchaselunch,butdonotconsiderthecurrentlunchmenuasnutritious/acceptable.

SummerProgram.WewouldliketoexploretheoptionofasummerprogramatQAEandneedmoretimetodiscussthiswithourparentcommunityandstaffaswellasreviewcost-neutral

wayswemightbeabletosustainthisforthreeyears.

-Usecommunitybasedpartnerships(SeattleUniversityteachinginterns,enrichment

-QAEStaffOversight/highlycapablestaff-Alignsummerprogramto

-SeekInterestfromfamiliesforafiveweekpaidprogram

-Developcompetitivepricingandforecastscholarshipstudentsandslidingscale

-WorkwithPTSA

At-HomeSummerReadingProgram

-Partnerourfamilieswiththeirlocallibraryprogram

-Providelistsofbooksforstudentstoreadybygradelevel-Onlinereadingprograms

-Comingbacktoschool-LibraryatHomemakingaplaceforreadersathome.

_________________________________

ThankyouforreviewingourCASProposal.Welookforwardtohavinganopportunityto

discussourproposalandseekfeedbackfromtheCASPanel.


35/36


AnOverviewPositiveDisciplineCurriculumatQueenAnneElementary


QAEhasadoptedPDCasthekeystoneofitsSocialandEmotionalLearning

curriculum.Hence,forthestaff,PDCisntaclassroommanagementtool,orapositive-

disciplineplan.Rather,itisaframeworkfromwhichtobuildalargerschoolculturethat

makesour5pillarspossible.

PDChasseveralcoreassumptionsthatQAEembraces.Firstistheassumptionthatchildren

wanttobeconnectedtothepeopleintheirlives,andcontinuallyseekthoseconnectionsin

positiveandnegativeways.Second,PDCassumesthatchildrenareemotionallyandsociallycompetent.Third,PDCassumesthatadultshavethejobofunderstanding,acknowledging,

andsupportingthechildrenastheyseektoconnectandlearn.Fourth,misbehaviorisachildcommunicatingthathe/shefeelsthatshedoesntfeelconnected,ratherthanbeingmalicious

ormanipulative.

TeachershavereceivedprofessionalPDCtraining,andweregivenarefresheratthestartof

school(Sept4th).NewteacherswillbetrainedinPDCastheyjointhestaff.StaffisconsideringtheAdvancedPDCtraininginthefuture,aswellastrainingintraumaliteracy.

FromthebaseofPDC,theteachershaveaddedorexpandedothermini-curriculathatbuild

SELskills.Forexample,conflictresolutiononeofthefivecoreSELcompetenciesistaughtthroughthePDCclassmeetings,butisalsoenrichedthroughtheKelsosChoice

curriculum.Kelsosdistinguishesbetweenproblemsthatkidscansolveontheirownand

problemsthattheyneedsupportorinterventionfromatrustedadult.Kelsosgiveskidsachoicewheelofsuggestedactionsforkid-sizedproblems.Teachersaskkidstotrytwo

strategiesonthewheelbeforetheyoffersupportorintervene.

EmotionalliteracyisanotherofthefivecoreSELskills,andtheKand1stgradeteachershave

infusedstorytimewithbooksthatfosteremotionalliteracylearning,suchasWhenSophieGetsAngry,Really,ReallyAngrybyMollyBang.Afterreadingthestory,teachersaskthe

studentstoidentifythefeelingsofthecharactersinthebookandtoreflectontimeswhentheyfeltsimilarly.Theygofurtherbyaskingthestudentswhentheyhaveseenothershave

thefeeling,anddiscussstrategiesforwhenthefeelingcausesconflicts,orifitisfeelingthat

theywanttohaveagain.

Inadditiontothetrainingbeingofferedtoteachingstaff,thevolunteercommunityhasbeentrainedinthebasicsofPDC:itspurposewithintheschoolcommunityandhowit

works.VolunteersarenotexpectedtohaveproficiencyinPDCtechniques,butareexpectedtosupportitsprincipalsandgoals.

Inadditiontocurriculumenrichment,theQAEstaffseekstoadoptorimprovetheirSELbest

practices.ManyoftheteachershavebeenexposedtoSELbestpractices,andhaveusedthem

foryears.Aspartofcreatingourschool-wideSELcurriculum,itisimportanttoidentify,affirm,andreviewbestpractices.(I'vegroupedthemaccordingtowhomthefocusison,but

theyoverlapagreatdeal.)


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AnOverviewPositiveDisciplineCurriculumatQueenAnneElementary(cont.)


HowPositiveDisciplineSupportSkillsforStudentEngagement

Studentbased:

Connectwitheverystudent,engagekidsasindividualseveryday(greetingthem,etc.) Connectstudentswitheachotherthroughschoolmeetings,classmeetings,school

activitiessuchasassemblies,holidaycelebrations,before/afterschoolclubs;community

eventslikeJog-a-Thon

Involvestudentsinage-appropriateleadershipofschoolandinestablishingtheschool-wideculture(Kind.Safe.Fair.andFivePillars)

RecognizeaccomplishmentsandcontributionsthroughouttheschoolcommunityTeacher/Staffbased:

Understandthatrelationshipsarecrucialtolearning,andrelationshipsmustbebasedintrustandmutualrespect

Teachersandstaffshareaboutwhatismeaningfultothem. Knowthatchildrenshapetheirbehavioronadultbehavior(mirrorneurons) EncouragestudentstoreflectandexploreratherthantoseekonlytherightanswerParent/Homebased

Bringparents/guardiansintotheschoolcommunitywithengagementactivities SharethejobofbuildingtheschoolscultureofKind.Safe.FairandFivepillars. Knowthatchildrenshapetheirbehavioronadultbehavior(mirrorneurons)Communitybased

Developbroadworld-view.Exposechildrentoeconomicandculturaldifferencesaroundtheircommunityandglobally.

Encouragetolerance ServicelearningMulti-generationallearning(Readingbuddies,RootsofEmpathy,andprojectwithQAManor

residents).

Documents

Queen Anne CAS Application