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Aulander STEM School

Aulander STEM School. STEM Notebook. Housekeeping. C opy paper-Mr. Hardy Toner-Use Riso Graph PBIS-Ms. Todd/Ms. Grant. What the school does well. The principal is visible throughout the school, interacts with students, and verbalizes expectations for teachers and students.

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Aulander STEM School

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  1. Aulander STEM School STEM Notebook

  2. Housekeeping • Copy paper-Mr. Hardy • Toner-Use Riso Graph • PBIS-Ms. Todd/Ms. Grant

  3. What the school does well • The principal is visible throughout the school, interacts with students, and verbalizes expectations for teachers and students. •  Parents, students, and staff indicate that recent improvements in school security provide a safe environment for all. •  Teachers and staff promote a positive school culture by integrating character education within the curriculum and recognizing students who exemplify good citizenship. •  The school facility and grounds are neat, clean, and well maintained, creating an environment conducive to learning. •  Teachers communicate with parents in a variety of ways to inform them about school events and to share information about the progress of their children. •  Staff and faculty establish a family atmosphere where parents and students feel cared for and welcome. •  Teachers and the school counselor work together with parents to reduce problems and maintain a high rate of student attendance.

  4. What the school needs to improve: •  Improve teaching and learning by consistently: o communicating expectations through the use of rubrics and exemplars of student work; o utilizing instructional time for optimal learning; o providing activities that are rigorous and challenging for all students; and o integrating student use of technology resources into classrooms so that students develop 21st century skills. •  Revise professional learning communities to routinely analyze and use data for planning instruction that targets specific skills for remediation and enrichment. •  Develop a strategic plan for identifying and seeking resources that align with instructional needs. •  Utilize formative assessment practices to check understanding of all students daily and to • provide clear and specific feedback to address their strengths as well as areas for improvement. •  Design a formal plan for partnering with local, state, and national businesses, organizations, and agencies to meet the needs of the school. 

  5. Rigor/Relevance As lesson plans are put into practice, most classes are rigorous and relevant for students. Most classes move at a brisk pace, and teachers check for student understanding. However, this is not the case for the entire school. In a few classes, instruction moves along slowly, and all students are not challenged. For example, students are given 20 minutes to construct a geometric figure. When some students finish the task quickly, extensions to the lesson are not available for additional challenge; instead, they wait idly for others to finish.

  6. Aulander Elementary School has a small staff and no assistant principal. Therefore, the principal turns to two teacher leaders on the School Improvement Team (SIT) to discuss school issues and decisions. This team also assists the principal in observing classroom instruction and working with other teachers. Although one-half of the teachers at the school serve on the SIT, remaining teachers are not moving to leadership roles that would serve the small school well. As a result, leadership is somewhat distributed throughout the school, but a sense of efficacy and empowerment does not exist among all teachers . Leadership Capacity

  7. Professional Capacity The difference between PLCs and collaborative planning is not clear. It is not evident that teachers spend adequate time reflecting on instruction and analyzing data to design remediation and enrichment activities differentiated to the needs of individual students. Although PLCs provide time to plan daily instructional activities, they are not as effective as they could be to meet the needs of all students and maximize achievement.

  8. Professional Capacity The school utilizes Reading 3-D and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) across the lower grades to standardize the assessment of reading. However, instructional programs such as First in Math, Daily 5, and the Daily Café, are not implemented with the same level of fidelity, and teachers participated in minimal training to prepare for these programs.

  9. STEM LESSONS • http://scnces.ncdpi.wikispaces.net

  10. So what now? Reflections Sentence Starters I used to think….but now I think… I should have gotten this one right, I just… I know…but I’m still not sure about… The most important thing to remember is… Can you help me with…? Next time I will remember to… I’m confused about… Now I know… I learned… I discovered… I wonder… I think… It’s cool how… Can you believe…? I was surprised that… I found out… I noticed that… Now I wonder…

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