Curriculum & Instruction – SSR Findings
| Strength Areas | Growth Areas |
|---|---|
| Primary – Very strong behavioral and academic routines were observed throughout the building b) Excellent communication between administration, teachers and parents were reported by multiple stakeholders c) Administrators greeting students at the beginning and end of the day are a strong reason parents feel that the adults at the primary school know their child by name. D) Parents feel heard and welcomed when they either call or come to the school. Students appear to be happy, productive, engaged and motivated in most classrooms visited. | Primary – Crisis plan implementation was mentioned throughout the groups – specifically, while parents felt that their children were cared for during an incident last year, they felt it was somewhat chaotic and a clear plan needs to be implemented and communicated. |
| Intermediate – There is a strong commitment to Capturing Kids hearts and how that is beginning to positively influence the climate of the school. Students report feeling safe and included in the school. Strong evidence is seen of displaying learning objectives and moving towards connecting those objectives to student educational goals. | Intermediate – Learning disposition, mindset, and resilience. Students appeared to struggle with the ability to fail, correct/learn, and redo. Students seemed quick to give up once assignments have been completed, rather than persevering with authentic learning goals. The level of engagement is more compliance and completion rather than inquisitive learning. |
| Increase differentiation within classrooms, district wide | |
| 7th/8th– a)Students were engaged in their learning WHEN teachers made it applicable to their lives or when teachers themselves were passionate about the lesson. b) When a teacher is unable to help a student, they (students), investigate other resources to take education into their own hands. c) During student led presentations, students were actively engaged and respectful to one another. | 7th/8th- a) Teacher/student relationships that make students feel supported and empowered by at least 1 teacher in the school. b) Include more engaging lessons that relate to students’ life skills to encourage working through problems when they feel difficult or impossible. c) Implement daily routines that students have a say in, including learning objectives and Daily Formative Assessments that are posted for students to refer back to throughout the entire class period. |
| Secondary – Parents and students indicated a strong belief that they can identify staff member(s), (whether in the office or a teacher) who can provide support when in need. Multiple opportunities, including class offerings, are available to the diverse learners in the secondary school building. | Secondary – Increased visual presence of adults within the building’s common areas during unstructured times may increase students’ perceptions and feelings around building and self safety. Students from Tiger Trades would benefit from joining general education opportunities, and vice versa, and may have potential to help create a sense of belonging and inclusion. |