August 18, 2022
Issue #2
Special Edition
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Message from Deputy Superintendent of Academics
Dr. Marion Smith Jr
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| Hello, Colleagues!
In the midst of districtwide professional development days last week and site-based professional development activities this week, you may have missed the first issue of the Academic Office Newsletter of School Year 2022-2023 sent out on August 11, 2022. No worries, this Special Edition Academic Office Newsletter Issue is a recap (and clarification as needed) of information provided in the previous newsletter. This information is worthy of an initial read or reread as it sets the stage for our work this school year. Click HERE to access the August 11th Newsletter.
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A few reminders and/or clarification for your consideration:
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- Culture Camp
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Elementary School teachers should prioritize a minimum of 30-minutes each day during the 1st week of school to engage scholars in ‘Culture Camp’ activities and lessons. Secondary School teachers should prioritize a minimum of 60-minutes for each class, over the course of the 1st week of school, to engage in this work as well. Reference the ‘Culture Camp’ Department Spotlight section in this newsletter for additional resources to support you in this effort.
| - School Ambassadors - 1st Week of School
- Purpose: To support school leaders during the 1st week of school regarding operations and logistics AND To gather ‘real time’ operations and logistics information at the school-site to bring back to Central Office, so issues may be addressed / celebrated
- Duration: August 22-26, 2022
- Ambassadors arrive 30-minutes before school begins and stay through the end of 1st lunch
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During the day, Ambassadors provide on-site support as needed AND are required to submit an electronic ‘Operations & Logistics’ document daily (by noon) that provides feedback on 4 major areas: 1. Operations, 2. Academics, 3. Human Resources, and 4. Technology
- Ambassadors participate in daily PM debrief sessions where updates are provided around issues from the AM and additional information is shared that may need to be addressed by AM the next morning
- Click HERE for the School Ambassador Assignment List
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“The Work” of the Academic Office
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The WHY of our work for School Year 22-23:
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- To develop and/or deepen the habits of mind and adaptive leadership moves critical to disrupt and dismantle inequities in our systems, practices, policies and procedures so each scholar thrives.
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The WHAT of our work for School Year 22-23:
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Strengthen the *instructional core, so each scholar has access and targeted supports to achieve Standards and to engage in deeper learning through the ‘Key 3’
- Use multiple sources of data (qualitative, quantitative and perceptual) to inform decision-making
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Apply “best we know right now practices” to educate the Whole Child
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*teachers’ knowledge and skills; scholars’ engagement in their own learning; academically challenging content
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The HOW of our work for School Year 22-23:
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"Community isn’t always synonymous with warmth and harmony. Politeness is often a veneer for understanding, when in reality it masks uncovered territory, the unspeakable pit that we turn from because we know the pain and anger that can dwell there. It is important to remind ourselves that real community is forged out of struggle. This is the crucible from which a real community grows.” – Linda Christensen
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Excited to learn, to grow and to be in community with each of you!
Your partner in education,
Marion Smith Jr, EdD
Deputy Superintendent of Academics
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Subject Area Spotlight: Math
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Mathematics for SY 2022-2023
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Math teachers throughout the district (grades PK-12) represent an amazing, supportive community of professionals. You are invited to join different MICROSOFT TEAMS groups to continue to collaborate and to engage with your colleagues.
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A variety of information was shared during back-to-school professional development last week around effective mathematics learning and teaching. We are excited to announce that we now have Freckle Math for grades K-12. Please assign the Priority Standard from 1st Quarter so scholars can begin working week 1 of instruction. Let’s continue the conversations in our professional development booster sessions. Please don’t hesitate to reach out for support on all things mathematics. We look forward to hearing from you.
For more guidance please contact Dr. Taresa Wright-Fraser, Elementary Math Curriculum Specialist - Taresa.Wright-Fraser@slps.org or Zehra Khan, Secondary Math Curriculum Specialist – Zehra.Khan@slps.org
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Department Spotlight: Curriculum & Instruction
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Standards-Based Health Education Resources for Grades K-12
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This school year, we are partnering with Everfi to offer standards-aligned curriculum resources for Health Education in grades K-12.
All content is aligned to the DESE recommended National Health Education Standards linked HERE under the tab titled Health Education.
Look for more information about districtwide standards-aligned Health Education resources in the next Academic Office Newsletter.
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Revised Lesson Plan Template and Guidebook
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Planning for instruction (Domain 1) is a critical step in the delivery of effective daily instruction. Lesson plans enable teachers to function more effectively in the classroom by providing a detailed outline of intentional planning and instruction. As times are rapidly changing, we acknowledge that the previous lesson plan template was most relevant to a time when most learning was in a virtual or hybrid setting. Based on teacher feedback, the Lesson Plan Template has been revised to support our current blended instructional model approach. Links to the revised Lesson Plan Template and Guidebook are below:
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District Curriculum Committee
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The District Curriculum Committee plays a central role in supporting the delivery of a Guaranteed and Viable Curriculum. Charged with reviewing and providing feedback on Curriculum and instruction resources and protocols, the District Curriculum Committee meets once each month during the school year. If you are interested in joining , please complete the form linked HERE.
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Un-Pausing Standards-Based Grading (SBG)
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Standards-Based Grading (SBG) is an approach and process for educators to track scholar progress and achievements while focusing on helping them learn and reach their highest potential. It is a fair and equitable process to assess scholars' knowledge and skills using clearly defined benchmarks of proficiency. In 2021-22 there was a “soft” implementation of SBG in grades PK-3 inclusive of a pause to focus on getting feedback from teachers, working internally to ensure progress reports and report card information in our system databases are accurate, and planning a robust support system for implementation for SY 2022-23. This school year, we are relaunching our standards-based grading approach to include grades PK-5. Professional learning began this week and will continue throughout the school year with scheduled sessions districtwide, booster sessions, and asynchronous options in Frontline. Please find the current Board Policy along with SBG guidance documents linked below:
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Question: Why must we still include letter grades?Current SLPS Board Policy on Grading is linked HERE.
- Standards-Based Grading Gradebook Guidanceis linked HERE.
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The SIS Gradebook Guidance 1-Pager is linked HERE.
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For more guidance please contact Dr. Kimberly Moody, Director of Curriculum & Instruction - Kimberly.Moody@slps.org
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Department Spotlight: School Culture & Climate
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Culture Camp: 1st Weeks of School
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What – During the first two weeks of the 2022-2023 school year, school-based staff should engage in school culture and climate activities to support and address Domain 2 of the Performance-Based Teacher Evaluation (PBTE): Classroom Environment. We call this intentional focus on creating an environment of respect and rapport / establishing a culture for learning, “Culture Camp.”
The School Culture & Climate Program has developed a “Culture Camp” Resource Toolkit to support school leaders, teachers, and other staff members in explicitly teaching and engaging in learning activities that prioritize social and emotional learning (SEL), trauma-informed practices, and team and relationship-building practices.
How – School-based staff use the “Culture Camp” resources, lesson plans, and/or other activities in making connections and building relationships with scholars, and establishing systems, procedures, and routines to explicitly teach concepts and skills that support creating the conditions for all scholars to begin the school year in a positive and supportive school and classroom environment. Additional “Culture Camp” resources may also be found in this OneDrive Folder.
Why – There may be nothing more important in a child’s life than a positive and stable relationship with a caring and trusted adult. For scholars, a positive connection to at least one SLPS adult – whether a teacher, counselor, sports coach, or other school staff member – can have tremendous benefits that include reduced bullying incidents and out-of-school suspensions, lower dropout rates, and improved social-emotional capacities. One of the best ways to build healthy relationships with scholars is to build trust with them by taking an interest in and supporting them. When scholars feel supported, they are more eager to engage in learning. For these reasons, it is important to establish connections by engaging in team-building activities, and explicitly stating, (re)teaching and practicing school and classroom systems, procedures and routines during the first few weeks of school. This process creates opportunities for positive interactions and explicit teaching of expectations, allowing scholars to feel motivated, aware, and physically and emotionally safe to learn. Our ultimate goal is to create safe learning spaces where scholars feel connected, included, challenged, reassured, and accepted. Studies support that creating safe and nurturing school and classroom environments is vital for scholar success.
For more guidance please contact Casetta Brown, School Culture & Climate Coordinator -Casetta.Brown@slps.org
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Curriculum Specialists:
- Dr. Esther Palsenberger, Elementary ELA, 314-779-5939
- Judine Keplar, Secondary ELA, 314-532-6427
- Zehra Khan, Secondary Math, 314-532-3574
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J. Carrie Launius, Elementary Science, 314-934-5258
- Dr. Valentina Bumbu, Secondary Science, 573-544-6835
- Dr. Glenn Barnes, Social Studies, 314-934-5267
- John Grapperhaus, Visual Arts, 314-934-5320
- Kaye Harrelson, Performing Arts, 314-934-5445
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Dr. Taresa Wright-Fraser, Elementary Math, 314-943-5266
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