Message from Deputy Superintendent of Academics
Dr. Marion Smith Jr
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| Hello, Colleagues!
In a few days, on August 22, 2022, we will welcome over 19,000 scholars to the start of school year 2022-2023. As an Academic Office we stand ready to collaborate and to partner with each staff member to be ‘leaders of learning.’ In efforts to best support this work, I want to share with you a brief overview of “THE WORK” –the WHY, WHAT and HOW—of the Academic Office this school year.
The information provided in this newsletter may be a forecast, a type of ‘heads-up’, for some, and for each of us, this information is provided to create awareness about how the Academic Office continues to provide resources and supports to assist each of you in your work. My challenge to each of you is to move beyond awareness of this information to ownership of learning, teaching and academic growth in your daily practice.
Before sharing “THE WORK” of the Academic Office, I want to acknowledge the continued work over the summer months in our Professional Development Department , Curriculum & Instruction Department and School Culture & Climate – see the Department Spotlight sections in this Newsletter for detailed information. Two items I will SHOUT OUT: 1. Camp SLPS – Summer Learning, and 2. Young Scientists Program Summer Focus Symposium
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1. Camp SLPS- Summer Learning 2022 Impact (June 6-30, 2022)
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- Credits Recovered: 908.5
- Additional Graduates: 8
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PK-8 Literacy Spotlight (pre/post test proficiency using new adopted literacy curricula resource: SAVVAS): All grades K-8 evidenced a minimum of 4% growth in proficiency!
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2. Young Scientist Program – Summer Focus Symposium
Summer Focus is an internship for rising SLPS high school seniors, in collaboration with Washington University,that provides opportunities to engage in science career learning and to increase participation of underrepresented groups in scientific careers bringing resources and scientists directly to interns.
In late July, ten (10) SLPS rising seniors participating in the Young Scientist Program shared their research presentations to an audience of university professors, scholar-practitioners and family members. SHOUT OUT to the young scientists from the following schools for their work this summer:
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Clyde C. Miller Career Academy
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Collegiate School of Medicine and Bioscience
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- Malini Varadhachary
- Lily Wamhoff
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Anandi Varadhachary
- Nhi Pham
- Mackenzie Goliday
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Metro Academic & Classical High School
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- Andrew Custis
- Ayana Kelley
- Sonali Sharma
- Benjamin Gondzur
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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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(Re)Frame our individual and collective thinking:
- Manage Complex Change
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These two words embody our collective work as we prepare for our scholars to return to learn this school year. “Deeper learning is an umbrella term for the skills and knowledge that students must possess to succeed in 21st century jobs and civic life” (Hewlett Foundation, 2003).
When I think about Deeper Learning, I am mindful of the year 2034. This is the year when our incoming kindergarten scholars will graduate from high school. With this understanding, and to meet this moment, we must think, engage and act differently about this work moving forward.
Click HERE to explore ‘Deeper Learning’ core competencies we will continue to explore and support as we prepare scholars to achieve at high levels.
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Plus 1: New Staff to Academic Office
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We would like to welcome and introduce the following new Academic Office staff members (or those on the team accepting different positions within the Academic Office) for School Year 2022-2023:
Academic Instructional Coaches (AIC) Department
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- Jill Toney | Coordinator, K-12 Academic Instructional Coach (AIC) – Learning & Growth
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College & Career Readiness Department
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- Desiree Speed | Coordinator, School Counselors
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Aniko Harrier | Coordinator Special Area, ESOL
- Veronica Pearce | Translator/Interpreter (Spanish)
- Mohammad Noori | Translator/Interpreter (Dari & Pashto)
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Special Education Department
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- Sharonda Jefferson | Process Coordinator, Special Education
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- Alicia Calvin | Induction Coach
- Joseph Cooper | Induction Coach
- Joseph Dresslaer | Induction Coach
- Tiffany Rich-Lane | Induction Coach
- Brein Forcha | Consultant Teacher
- Christine Tongay | Consultant Teacher
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Virtual Learning (Edmentum platform)
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Natasha Mitchell | Interim Director, Virtual Learning & Choice Programs
- Antoinette Pabon | Counselor, Virtual Learning
- Sheila Young | Virtual Learning Facilitator
- Carolyn McCray | Virtual Learning Facilitator
- Sharon Berghoefer | Virtual Learning Facilitator
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Shelonda Williams | Virtual Learning Facilitator
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"There is only one way to avoid criticism. Do nothing. Be nothing. Say nothing.” - Aristotle
Here’s to a learning-focused, transformative and joy-filled 2022-2023 school year!
Your partner in education,
Marion Smith Jr, EdD
Deputy Superintendent of Academics
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Subject Area Spotlight: Literacy
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SLPS Reading Intervention Teachers Welcome Dr. Alfred Tatum
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Dr. Alfred Tatum is a renowned scholar in K-12 reading and literacy. His most recent research project examined the roles of texts and writing to advance the literacy development of Black males in elementary school. His latest scholarship focuses on moving U.S. students to advanced levels of reading, writing and intellectual development across the academic disciplines. While the unit of study for Dr. Tatum’s research is Black boys, his research is applicable to all students.
During the district Professional Development cohort sessions (August 10-12, 2022), Dr. Tatum will share his research and knowledge with Elementary Reading Intervention Teachers concerning strategies and approaches for ensuring that students achieve “exponential growth” in reading. Among the topics Dr. Tatum will address is motivating students to read text independently.
It is well –researched that independent reading improves comprehension for students and helps them develop their vocabulary. Also, silent independent reading can improve fluency when practiced regularly. However, in his video, Motivating Readers and Self-selecting Texts for Independent Reading, Dr. Tatum raises three questions about selecting texts and the extent to which students will engage meaningfully with text. One critical question is, “Will the text inaugurate students with new ideas that will impact them in powerful ways?”
We invite you to view the video to hear Dr. Tatum’s perspectives on independent reading. We hope that you will be challenged to think differently about independent reading.
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For more guidance please contact Dr. Kay Royster, Literacy/Reading Specialist - Kay.Royster@slps.org
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Department Spotlight: Curriculum & Instruction
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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.
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Standards-Based Grading Gradebook Guidance is linked HERE.
- 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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Department Spotlight: Professional Development
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Central Office Sponsored Professional Development
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We look forward to sharing with you another exciting professional learning experience during the districtwide (central office led) PD sessions for the 2022-2023 school year. This year, we will be embarking on another cohort model of professional development.
A COHORT MODEL OF PROFESSIONAL DEVELOPMENT IS…
“Teams of teachers working collaboratively in a PLC-style learning group. The team will write SMART goals, identify measurables, and determine how (and from where) they will learn, and work collaboratively to improve their learning. Learners will be involved in determining their learning focus. Once in a cohort, teams will remain in these cohorts for the remainder of the 2022-2023 school year. While the time provided for these is during the district PD days, teams are encouraged to utilize creative means for continuing their collaborative learning via Yammer, Twitter, Skype, etc.”
AS SUCH, THE DAY WILL BE CONDUCTED AS FOLLOWS (ALL VIRTUAL SESSION S REQUIRE CLOCK-IN AND ATTENDANCE AT RESPECTIVE SITES):*
8:00-11:00 AM
- Central office led PD sessions, based upon your level and/or content, locations as specified in this brochure; PD sessions, conducted at your assigned school site(s)/sites/virtual locations.
11:00 AM-12:30 PM
- Lunch on your own
12:30-3:30 PM
- Continued PD sessions, conducted at your assigned school site(s)/sites/virtual locations.
For more guidance please contact Dr. LaTisha A. Smith, Director of Professional Development - LaTisha.Smith@slps.org
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Frontline Observations and the Expectations for All Leaders
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Frontline Expectations for Staff and Support
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- All staff will sign up for PD and Data Team meetings through Frontline and manage their evaluation documentation. All staff will complete their IPDP in Frontline.
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Mentors and Mentees will complete their logs in Frontline with a minimum of 15hours per semester.
- Owners/instructors of the activities should take attendance in Frontline within 5 days of the activity.
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Frontline Professional Growth helps school leaders to support continuous, data-driven professional learning. Leaders can plan, manage and analyze internal and external professional learning opportunities, and enable staff to take an active role in their own learning. In order to make data more useful in planning professional development and providing support through the Academic Office, the expectations include:
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- Observations and feedback are expected to be entered in Frontline
- Data Team Meetings scheduled in Frontline
- IPDP approvals at the beginning and end of the school year
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The Street Data Book Study
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This once-a-month yearlong book study consists of interactive sessions designed to explore the concepts in the text by processing and discussing related videos, readings, and images to spark discussion, build on or challenge current thinking, and focus on applying new learning. All participants will need a copy of the book Street Data by Shane Sarif and Jamila Dugan and must sign up in Frontline by September 10th and the first meeting is September 14th. Click here for more information.
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Leadership Academies for SLPS Leaders- and Aspiring Leaders!
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Professional Development: Leadership Development will launch three learning academies for the 2022-2023 school year. Our goal is to have deep and engaging seminars, meetings, and work sessions. Using the National Educational Leadership Preparation Program Standards, we have created a deep and enriching hybrid experience for each academy. We are excited about the guest speakers, external mentors/coaches, and internal support that have come together to make all the academies impactful and relevant. Registration and Applications will open soon! Watch your district communication! 😊
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The New School Leaders (NSL) Academy is designed to be an on-boarding tool with continuous individualized support for newly identified school-based leaders. New school leaders are those principals new to the role as well as those new to their context.
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The Assistant Principal and Dean (APD) Academy was created for those currently in a school-based leadership evaluative role that wish to learn more about the principalship.
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Level-Up Aspiring Leaders (LU) Academy was designed for All SLPS certified staff that have an interest in moving up in their careers at the district and school level. Excludes those APs and Deans who are more aligned to the AP&D Academy. Must have 3 years as a certified classroom teacher. This is the only academy that will require a short application in Nimble.
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For more guidance please contact Vanessa Hopkins, Professional Development Leadership and Content Coordinator - Vanessa.Hopkins@slps.org
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Department Spotlight: English Speakers of Other Languages (ESOL)
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Did you know that every teacher, leader, and staff member in St. Louis Public Schools has a legal obligation to ensure meaningful communication with English Language Learner (ELL) families using competent translators/interpreters?
To support district staff in meeting this legal obligation, St. Louis Public Schools offers language access support in all district languages. Language access support for the following languages is available through the District Language Access Team:
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- Arabic
- Dari
- Farsi
- French
- Pashto
- Spanish
- Vietnamese
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Language access support for all other languages is provided using a site-specific telephonic interpretation code and/or by requesting an in-person interpreter. Site-specific telephonic interpretation codes are provided to principals to be shared with building staff. In-person interpretation can be requested through the District Language Access Team,
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Language access support in St. Louis Public Schools consists of four language access services:
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Translation of district-wide documents and forms into top district languages.
Translation Request Form -
Interpretation during meetings (in-person, via Zoom/Teams, 3-way phone calls). Interpretation support for languages available through the District Language Access Team can be scheduled by contacting district Translators/Interpreters via e-mail or phone. SLPS Language Access Team Contact Information For all other languages, complete Interpreter Request Form
- Robo Calls in multiple languages can be recorded to communicate district-wide or school specific information. Robo Call Request Form
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Personalized phone callsin multiple languages. For languages available through the District Language Access Team, contact district Translators/Interpreters directly. SLPS Language Access Team Contact Information
For all other languages, use school specific telephonic interpretation code provided to school principals.
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Library of Translated Documents and Forms
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Many district documents and forms have been translated and are available to all district staff. Translated documents and forms are organized in 4 categories: 1. academic forms, 2. medical forms, 3. technology forms, and 4. general forms. Click Here to access St. Louis Public Schools library of translated documents and forms.
For more information about language access, please contact Fatima Rhodes, Translator/Interpreter (Arabic & French), ESOL Bilingual Migrant Program at fatima.rhodes@slps.org .
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ACCESS 2022 Score Reports
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ACTION ITEM: ACCESS for ELLs 2022 score reports are available for pick. School test coordinators should come between 8 am and 4 pm to the Assessment Storage Room, on the first floor, 801 N. 11th to pick up score reports for their school.
Each score report box includes guidance on distributing reports to families and accessing translated reports.
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ACCESS Individual Student Score Reports must be sent home before September 9th, 2022.
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The ESOL Office will be hosting a training session: Interpreting ACCESS Score Reports on September 7, 2022 from 9:00-10:00am. To attend this training, join us on Teams via this link.
For more guidance please contact Dr. Alla Gonzalez Del Castillo, Director of ESOL Bilingual Migrant Program - Alla.GonzalezDelCastillo@slps.org
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Curriculum Specialists:
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Dr. Esther Palsenberger, Elementary ELA, 314-779-5939
- Judine Keplar, Secondary ELA, 314-532-6427
- Zehra Khan, Secondary Math, 314-532-3574
- J. Carrie Launius, Elementary Science, 314-934-5258
- Dr. Valentina Bumbu, Secondary Science, 573-544-6835
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Dr. Glenn Barnes, Social Studies, 314-934-5267
- John Grapperhaus, Visual Arts, 314-934-5320
- Kaye Harrelson, Performing Arts, 314-934-5445
- Dr. Taresa Wright-Fraser, Elementary Math, 314-943-5266
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