Creative  Approach  School   Proposal  to  CAS  Panel                 “Queen  Anne  Elementary  2.0”                 David  Elliott,  Principal   October  15,  2012  
Prepared  by  Amy  Janas  

 

        CAS  Overview……………………………………………………………………………………………………………………3   How  does  your  CAS  proposed  approach  differ  from  your  current  practice?  
 

        Table  of  Contents  

Staff  Support……………………………………………………………………………………..………………………………5   What  motivated  your  staff  to  select  this  CAS  approach?     Student  Engagement…………………………………………………………………………………………………………9   How  will  your  student  community  engage  in  this  CAS  Plan?     School  Community  and  Parents………………………………..…………………………………………………….13   -­‐  What  motivated  your  school  community  to  support  this  CAS  approach?   -­‐  How  will  your  parent  community  participate  in  support  your  CAS  Plan?   -­‐  How  will  families  give  input  and  feedback  about  your  CAS  Plan?   -­‐  How  will  that  feedback  be  incorporated?     Commitment  to  the  Plan…………...………………………………………………………………………………….…19   How  will  your  staff  and  parent  community  ensure  fidelity  to  your  CAS  Plan?     Monitoring  Progress  ….………….……………………………………………………………………………………..…20   What  criteria  will  your  CAS  Plan  propose  to  measure  its  success?  And  how  will  you   connect  data  and  student  achievement?     Criteria  for  Choice...……………………………………………..……………………………………………………….…21   Elements  of  our  CAS  Plan  with  an  overview  of  why  they  are  in  this  proposal.     Waivers………………………………………………………………..……………………………………………………….…32   If  you  request  waivers  as  part  of  your  CAS  application,  what  impact     will  the  waivers  you  request  have  on  hiring/staffing  policy,  enrollment     policy,  assessment  policy,  or  other  district  policies?     Overview  of  Positive  Discipline…………………………..…………………………………………………………35   Contributed  by  Meg  Farris,  Social  and  Emotional  Learning  Co-­‐Chair          

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How  does  your  CAS  proposed  approach  differ  from  your  current  practice?     Queen  Anne  Elementary  just  began  its  third  year  of  operation.  Our  school  was  designed  as  an   innovative  school,  so  some  of  the  things  we  are  proposing  are  a  current  practice  or  we  have   been  tinkering  to  figure  out  how  they  fit  into  the  vision.  Some  things  proposed  are  new  and   they  are  proposed  because  we  see  a  need  for  how  they  can  support  existing  initiatives.       What  is  different  in  this  proposed  approach  from  our  current  practice  is  that  we  have  aligned   the  components  and  have  developed  a  strong  model  for  what  we  believe  is  an  exceptional   school  culture  and  philosophy  where  all  children  can  succeed.       We  have  solid  goals  for  our  students,  strong  leadership  and  exceptional  staff.  The  three   components  outlined  below  are  the  foundation  for  our  staff  to  deliver  on  the  vision.     Queen  Anne  Elementary  -­‐  Five  Pillars  (The  Goal  for  our  Students)  
 

-­‐ -­‐ -­‐ -­‐ -­‐
 

We  are  Self-­‐Directed  Learners   We  Encourage  Each  Other  to  Think  Critically  and  Learn  More   We  are  Concerned,  Confident  and  Compassionate  Citizens  of  the  World   We  Learn  Everywhere,  We  Learn  Together   We  are  Creative  

  Five  Criteria  for  Positive  Discipline  (How  we  Support  the  Goal)   -­‐ -­‐
-­‐

-­‐

-­‐

Helps  children  feel  a  sense  of  connection.  (Belonging  and  significance.)   Is  mutually  respectful  and  encouraging.  (Kind  and  firm  at  the  same  time.)   Is  effective  long  -­‐  term.  (Considers  what  the  child  is  thinking,  feeling,  learning,  and   deciding  about  himself  and  his  world  –  and  what  to  do  in  the  future  to  survive  or  to   thrive.)   Teaches  important  social  and  life  skills.  (Respect,  concern  for  others,  problem  solving,   and  cooperation  as  well  as  the  skills  to  contribute  to  the  home,  school  or  larger   community.)   Invites  children  to  discover  how  capable  they  are.  (Encourages  the  constructive  use  of   personal  power  and  autonomy.)  

  Staff  Collaboration  &  Planning  (How  we  Support  Each  Other)     -­‐  Support  the  School  Vision  (and  help  shape  and  define  it)   -­‐  Support  continued  learning  and  professional  development  among  our  staff   -­‐  Training  in  teams,  collaborate  effectively   -­‐  Mutual  respect  and  ability  to  share  strength  and  develop  weaknesses   -­‐  Stakeholders  (part  of  the  decision  making,  significant  role  in  outcome)        

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What  is  Different  at  Queen  Anne  Elementary?     Positive  Discipline  is  overarching  in  philosophy  and  in  practice  as  part  of  our  school  culture.   In  this  practice,  students  realize  their  ability  to  learn  (mastery),  their  ability  to  make   discoveries  independently  (autonomy)  and  their  ability  to  share  what  they  learn  with  others   (purpose).  Having  our  staff  work  in  strong  collaborative  environment  to  supporting  the   method.  This  is  how  we  develop  each  student  so  that  they  will  be  successful  at  Queen  Anne   Elementary  and  in  life  beyond  Queen  Anne  Elementary.      

Positive  Discipline  
   
                 

     Capable  Child  

School  Culture  

 Mastery  
 
engagement     confidence  

Project  Based   Learning  
   
       self-­‐   directed  
 

Capable   Child  

Purpose  

joy  

Autonomy  

   Teacher      as  Guide  

School     Culture  
critical   thinking  

learn     together  

     Student    

   Engagement  

     

+  
Staff  Collaboration/Grade  Level  Planning  Time     and  Parent  Engagement    

     
The  Five  Pillars:  We  are  Self-­‐Directed  Learners   We  Encourage  Each  Other  to  Think  Critically  and  Learn  More   We  are  Concerned,  Confident  and  Compassionate  Citizens  of  the  World   We  Learn  Everywhere,  We  Learn  Together   We  are  Creative  
Queen  Anne  Elementary,  Creative  Approach  Proposal  

 

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Staff  Support  

“There  is  a  momentum  about  our  school  that  is   maintained  by  all  and  supported  by  teamwork.”    

                   

 
                      Our  teachers  are  the  front  line  of  shaping  our  school  culture,  engaging  our  students,  and   creating  learning  opportunities.  We  asked  them  to  share  why  they  are  motivated  to  work  at   QAE  and  support  the  CAS.  Their  responses  follow:        

“When  students  believe,  the  possibilities  are  endless.”  
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Queen  Anne  Elementary,  Creative  Approach  Proposal  

  “Students  are  always  first!  My  curriculum  is  encouraged  to  connect  to  my  students  and  to  be   made  to  express  their  creativity.  I  teach  standards  and  principles  in  a  way  that  connects  to   students  and  their  learning  in  other  areas  (in  and  outside  of  school).    As  a  teacher  I  get  to  be   creative  and  try  new  projects  everyday.     As  a  PBL  facilitator  and  art  teacher  I  feel  like  my  role  is  to  not  just  support  teachers  reaching   their  PBL  goals,  but  I  am  an  active  member  of  making  these  goals  happen.    For  students  they   need  to  know  how  their  learning  connects  to  them.”   _______________      “I  work  here  because  we  have  a  staff  that  works  together  to  do  what  is  best  for  our  students   at  all  times.    We  honor,  care  for,  and  educate  the  whole  child.    Positive  Discipline  can  be  seen   and  heard  in  all  areas  of  our  school  each  day.    We  also  work  to  maintain  rigor  in  both   academics  and  social/emotional  learning.    There  is  a  momentum  about  our  school  that  is   maintained  by  all  and  supported  by  teamwork.    I  feel  blessed  to  work  in  a  school  where  we   are  encouraged  and  supported  to  push  innovative  boundaries  and  do  what  is  best  and  needed   by  our  students.”     _______________      “Innovation:  our  teachers  are  very  committed  to  innovation.  We  are  all  on  the  same  page  in   regards  to  finding  the  right  approach  for  each  kid.  That  means  we  differentiate,  inspire  and   reach  for  something  better.     Starting  a  new  school  with  integrated  technology  is  exciting.  It  means  that  we  are  embracing   the  future  and  figuring  out  a  better  way  to  educate  versus  the  same  tired  classroom.     As  a  Special  Ed  teacher  I  am  always  looking  for  the  best  way  to  keep  the  kiddo  in  class  and   meet  them  at  their  zone  of  development.  There  is  a  way  to  reach  each  kid  regardless  of   disability  or  learning  style.  I  think  that  Queen  Anne  is  closer  than  most  schools."     _______________     “What  I  love  about  QAE  is  that  I  am  constantly  inspired.  There  are  no  teachers  who  believe   that  they  are  already  as  good  as  they  can  get.  Our  teachers  always  push  themselves  to   improve.  We  listen  thoughtfully  to  new  ideas.  We  all  put  in  the  extra  effort  to  try  new  things.  It   never  gets  old.     Another  thing  I  love  is  the  focus  on  whole  child  learning.  Of  course  we  strive  to  be  great  math   teachers,  literacy  teachers  and  science  teachers.  However,  we  also  are  all  very  concerned  with   teaching  students  how  to  have  self-­‐control,  how  to  work  with  others  and  how  to  be  the  best   version  of  them  that  they  can  be.  This  makes  work  so  meaningful  as  we  can  see  so  many  areas   of  growth  in  our  kids.  At  the  end  of  the  year,  sure,  they  have  grown  as  writers  and  readers...   But  they  have  also  grown  as  friends  and  community  members.  It's  exciting  to  see!”      

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“This  is  the  only  school  I  have  taught  where  teachers  and  administrators     prioritize  long-­‐term  success  over  short-­‐term  and  narrow  goals.”  
  “At  Queen  Anne  Elementary,  we’re  interested  in  helping  kids  understand  that  for  better  or   worse,  they  are  self-­‐directed  learners.  Our  goal  will  be  to  help  them  direct  themselves  towards   a  complex,  inquisitive,  and  positive  engagement  with  learning.  Project-­‐based  learning  does   this  on  a  number  of  levels.  It  allows  kids  to  grapple  with  open-­‐ended  questions,  explore   multiple  paths  of  inquiry,  experiment  with  creative  solutions,  and  contend  with  setbacks  in  a   safe  environment.  Most  importantly,  it  allows  kids  to  demonstrate  mastery  of  a  topic  in   personally  meaningful  ways.     Under  the  teacher’s  guidance,  a  student  will  strive  to  present  a  final  project  that  reflects  his  or   her  nuanced  understanding  of  the  topic.  A  unit  will  lead  to  a  variety  of  products,  depending  on   the  child’s  interests,  skills,  and  needs.  Culminating  projects  will  include  a  variety  of  media,   forums,  and  presentation  techniques.  One  student  might  produce  a  play,  supported  by  a   dramaturgical  essay.  Another  might  create  a  radio  documentary.  A  third  might  opt  for  an  old-­‐ fashioned  research  paper.  Regardless  of  the  format,  a  well-­‐constructed  final  project  is  a   superior  reflection  of  mastery  than  a  simple  unit  test.”      “Energy:  Fresh  and  alive;  Drive:  what’s  best  for  our  kids;  Risks:  comfort,  safe  place  to  take   risks,  our  discomfort  is  where  we  grow;  Attitude:  feels  like  family  all  inclusive  or  striving  to   that;  Collaboration:  in  a  variety  of  relationships—staff,  parents,  and  community;  Global   Connection:  reaching  out  beyond  our  school  boundaries.”  

__________  

__________    
 “I  feel  pretty  lucky  to  have  been  able  to  participate  in  the  creation  of  a  public  school.  As  I  look   back  over  the  work  we  have  done  since  identifying  our  founding  pillars  I  am  amazed.     At  the  time,  I  remember  thinking  ~  are  we  really  able  to  create  a  school  that  can  allow  our   students  to  be  creative,  self-­‐directed,  compassionate  and  caring  citizens  of  the  world  who   learn  everywhere,  learn  together,  think  critically  and  encourage  each  other  to  learn  more!?     To  do  that,  we  would  have  to  be  able  to  hire  amazing  teachers  (at  the  time  we  had  3)  and   come  up  with  a  lot  of  creative,  innovative  approaches  that  connect  and  engage  kids.     Every  day,  I  get  to  teach  in  a  school  filled  with  people  who  have  opted-­‐in.  Our  entire  staff  is   amazing,  and  truly  cares  about  each  other.  We  have  11  classroom  teachers  who  want  to  work   hard  to  engage  their  students  and  instill  in  them  a  life-­‐long  love  of  learning.  These  teachers   also  want  to  work  together,  supporting  each  other  in  learning  and  risking  and  being  our  best.   We  have  drawn  parents  who  want  their  children  to  be  kind,  safe  and  fair  critical  thinkers  and   kids  who  are  kids  ~  connecting  well  to  our  positive  discipline  and  hungry  to  explore  their   interests  (which  we  will  hopefully  start  to  satisfy  with  our  PBL!).  Our  staff  is  trained  in  and   committed  to  using  positive  discipline  with  our  students  and  committed  to  implementing   project-­‐based  learning  with  in  our  classrooms.”  
Queen  Anne  Elementary,  Creative  Approach  Proposal   7  

“Students  and  staff  co-­‐exist  on  equal  level     where  all  are  valued  and  respected.”    
   “In  teaching  kindergarten,  I  get  the  privilege  of  watching  new  batches  of  kids  and  families  join   our  community  every  year.  Every  year  I  hear  the  exact  same  thing  from  families,  "something   feels  special  here."  They  can  never  seem  to  find  the  right  words  at  first;  some  just  call  it   "energy."  No  matter  the  words  you  use  to  describe  it,  you  feel  it.     Here's  what  I  feel:  a  sense  of  passion,  a  sense  of  love,  a  sense  of  excitement,  a  sense  of   commitment,  and  a  strong  sense  of  community.  Not  only  does  this  feeling  flow  through  the   teachers  and  staff,  it  flows  through  the  kids  and  the  parents.  This  indescribable  feeling  is  what   makes  Queen  Anne  a  true  launching  pad  for  learning.”   _______________     “I  had  always  imagined  that  ‘perfect’  school—what  it  would  be  like,  sound  like  and  feel  like.  In   my  search  to  find  it  I  became  uninspired  and  began  thinking  about  school  reform.    When  I   landed  at  Queen  Anne  Elementary,  I  was  so  impressed  with  each  and  every  staff  member.    The   positive  stories,  creative  lessons  and  true  passion  lead  me  to  believe  that  I  have  found  that   perfect  school.  I  felt  that  I  was  so  lucky!    Now,  while  living  the  dream.  I  know  the  possibilities   are  endless.         Instead  of  teaching  a  curriculum  using  language  someone  else  created,  we  can  think  freely.   This  freethinking  enhances  our  teaching  and  allows  students  to  engage  enthusiastically  and   take  on  projects  in-­‐depth.  Projects  become  self-­‐directed  and  can  take  many  paths.  Students   grow  to  love  learning  and  see  school  as  a  place  they  can  succeed.  When  students  believe  the   possibilities  are  endless.  Students  and  staff  co-­‐exist  on  equal  level  where  all  are  valued  and   respected.  Everyday  is  a  notable  experience  and  we  will  each  carry  it  with  us  for  life,  making   the  world  a  better  place.”   _______________     “QAE  is  a  21st  century  school,  which  is  exciting  in  itself,  but  also  every  staff  member  is  super-­‐ motivated  and  informed  on  how  to  make  future  education  a  success  in  our  modern  times.  I  am   excited  about  the  crossover  of  content  area  and  subjects  students  will  experience  from   classroom  to  classroom  as  well  as  into  PE,  the  Arts  &  Library/Tech.”     _______________     “From  my  first  interview  with  QAE  and  everyday,  I  am  struck  by  how  concerned  and   passionate  the  whole  school  is  about  each  student.    At  Queen  Anne,  we  share  all  of  our   students  and  we  are  working  together  to  ensure  each  student  is  successful  in  all  areas:   socially,  emotionally,  and  academically.     Additionally,  the  amount  of  teamwork  that  is  displayed  at  the  school  is  amazing.    Through  all   of  this  collaboration  we  are  pushing  each  other  to  be  the  best  teachers  we  can  be  and  then  in   turn  are  able  to  help  our  students  grow  into  compassionate,  collaborative  citizens.”      

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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Students  
                               

“The  best  part  of  me  is  my  heart.    If  I  didn’t  have  a  heart,   I  would  not  be  able  to  write,  draw,  or  run.  I  love,  love,   love  my  heart.”     “The  best  part  of  me  is  my  head,  because  I  can  think.”    
  -­‐-­‐selected  quotes  from  Ms.  Meck’s  First  Grade  Class  Project,  “The  Best  Part  of  Me.”                                 We  want  our  students  to  leave  QAE  with  strong  minds  and  strong  hearts.  

 

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  How  will  your  student  community  engage  in  this  CAS  Plan?     Student  engagement  is  a  key  component  of  our  school  culture  (see  diagram  on  page  4).   Positive  Discipline,  Project  Based  Learning,  and  regular  use  of  classroom  meetings  nurture  the   opportunity  for  students  to  be  engaged.  We  want  students  to  see  how  their  involvement  helps   their  class  and  can  improve  their  school  community  and  reach  beyond.     An  example  of  what  types  of  student  engagement  we  wish  to  see  happen  at  our  school  is   shown  in  “The  Ladder  of  Student  Involvement”  (Adam  Fletcher,  “Meaningful  Student   Involvement”).  From  Fletcher,  “the  higher  the  rung  on  the  Ladder,  the  more  likely  that  activity   is  going  to  be  meaningful  to  students.”     Degrees  of  Participation:   8.  Student-­‐initiated,  shared  decisions  with  adults   7.  Student-­‐initiated,  student-­‐led  decisions   6.  Adult-­‐initiated,  shared  decisions  with  students   5.  Students  informed  and  consulted   4.  Students  informed  and  assigned     Degrees  of  Non-­‐Participation:   3.  Students  tokenized   2.  Students  are  decorated   1.  Students  manipulated     In  the  Project  Based  Learning  example  that  showcases  our  2nd  grade  community  project  (page   12)  you  will  see  how  a  project  about  Community  allows  for  students  to  initiate  an  activity  that   represents  the  top  of  the  Ladder,  “Student-­‐initiated,  shared  decisions  with  adults”.     >  Positive  Discipline  in  the  Classroom  (contributed  by  Meg  Farris,  SEL  Co-­‐Chair)     QAE  has  adopted  Positive  Discipline  in  the  Classroom  (PDC)  as  the  keystone  of  its  Social  and   Emotional  Learning  curriculum.  Hence,  for  the  staff,  PDC  isn’t  a  classroom  management  tool,   or  a  positive-­‐discipline  plan.    Rather,  it  is  a  framework  from  which  to  build  a  larger  school   culture.     PDC  has  several  core  assumptions  that  QAE  embraces:       -­‐ Children  want  to  connect  to  the  people  in  their  lives  and  continually  seek  those   connections  in  positive  and  negative  ways   -­‐ Assumes  that  children  are  emotionally  and  socially  competent   -­‐ Promotes  that  adults  have  the  job  of  understanding,  acknowledging,  and  supporting   the  children  as  they  continue  to  learn   -­‐ Misbehavior  is  a  child  communicating  that  he/she  doesn’t  feel  connected  (rather  than   being  malicious  or  manipulative)      

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  >  Classroom  Meetings  (contributed  by  Julietta  Skoog,  QAE  School  Psychologist)     Classroom  meetings  invite  students  to  learn  effective  problem  solving  by  doing.  They  provide   the  practice  arena  for  all  of  the  skills  necessary  to  grow  citizens  who  are  responsible,   respectful,  and  resourceful  members  of  the  community.  Students  learn:     • To  use  their  voice   • To  practice  looking  at  issues  from  multiple  points  of  view   • That  mistakes  are  opportunities  to  learn   • To  see  strengths  in  themselves  and  other   • How  collaboration  can  change  things   • That  they  have  influence  in  a  socially  useful  way   • What  it  feels  like  to  set  goals,  plan  and  be  able  to  carry  out  the  plan.     The  8  essential  skills  for  class  meetings  include:     • Forming  a  circle   • Practicing  compliments  and  appreciation   • Respecting  differences   • Using  respectful  communication  skills   • Focusing  on  solutions   • Brainstorming  and  role-­‐playing   • Using  the  agenda   • Understanding  the  four  mistaken  goals     For  example,  yesterday  in  our  4th  grade  class,  the  students  formed  a  circle,  took  turns  giving   compliments,  and  then  “solved”  two  problems  on  the  agenda.  One  student  was  the  note  taker,   and  students  respected  each  other  by  only  talking  when  they  were  holding  the  “talk  block.”     The  students  who  wrote  the  problems  on  the  agenda  had  the  choice  to:       1)  discuss  without  fixing  (whole  class  discussion)   2)  sharing  feelings  (individual)    or   3)  problem  solve  with  help     For  one  of  the  problems,  the  student  chose  to  “get  help”,  and  the  class  offered  solutions  that   were  helpful,  not  hurtful.    Solutions  included  “I”  messages,  talking  to  an  adult,  and  ignoring.   The  student  decided  to    try  an  “I  message”  (I  feel  _______  when  you  ________  and  I  wish  you   would  ________),  and  when  I  checked  in  on  the  pair  at  recess  they  were  playing  happily.  For  the   other  problem,  the  student  wanted  to  “discuss  without  fixing”.  Students  took  turns  sharing   how  some  “annoying”  behavior  was  disruptive  to  their  learning,  using  assertive  and  respectful   language.  The  student  who  was  responsible  responded  with  a  sincere  apology  to  the  class.      

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  >  Project  Based  Learning  (contributed  by  Ciara  Leckie,  QAE  teacher,  2nd  grade)     The  pairing  of  Positive  Discipline  and  classroom  meetings  and  PBL  is  huge.  They  compliment   one  another  well.    The  project  is  engaging  our  students  to  think  critically  about  rules  and   reasons  why  we  have  them.  I  think  they  are  more  invested  in  helping  our  school  be  a  safe  and   organized  place  and  hopefully  this  lays  a  foundation  to  helping  them  understand  community   in  a  broader  sense.     Our  theme  is  COMMUNITY.   CONCEPT:  Governing  oneself  with  an  awareness  of  the  needs  of  community.   The  title  of  the  project  is  "WHO'S  LOOKING  OUT  FOR  YOU?"   And  our  driving  question  is:  How  can  a  2nd  grader  be  a  hero  in  their  community?     We  have  one  main  PBL  standard  and  2  main  Common  Core  Standards  we  are  focusing  on.     Both  classroom  meetings  and  PBL  time  are  venues  for  us  to  identify  and  talk  about  concerns.   We  are  using  resources  from  the  PBL  books  that  help  student  self-­‐assess  and  group-­‐assess   progress.  The  students  fill  out  the  "Project  Team  Contract"  and  sign  it.  The  team  will  first  try   to  work  out  concerns  if  a  member  is  not  following  the  rules  and  if  that  doesn't  work,  they  will   ask  for  teacher  support.     For  the  school  rules,  as  a  class  we  brainstormed  a  list  of  topics  we  need  to  cover.  The  students   then  picked  their  top  3  topics  and  the  teachers  made  groups  using  their  choices.  After  forming   groups,  they  had  to  decide  who  did  what  role.  We  have  a  project  manager,  assistant  project   manager,  recorder,  announcer,  and  tech/supply  manager  (groups  of  5).     With  some  teacher  given  templates  and  some  student-­‐created  sheets,  each  group  comes  up   with  a  plan.  (What  to  teach,  plan  for  interviewing  experts,  a  storyboard  for  taping,  writing   scripts,  etc.)  Before  they  can  video,  a  teacher  will  review  their  plan.  We  called  in  some  experts   such  as  Mr.  Jeffrey  to  teach  us  about  using  flip  cams  and  saving  files.  They  will  also  be  using   Mr.  R,  Ms.  Jacki,  Mr.  Elliott  and  anyone  else  they  feel  is  an  expert  in  their  area  (the  running   laps  group  wants  to  interview  Jackson  Lee!).     This  is  our  kickoff  that  will  start  expanding  how  we  contributed  to  our  school  community  and   then  we'll  take  it  to  our  local  community  and  make  connections  to  what  is  going  on   nationally/globally.  We  are  going  to  focus  on  the  3  areas  of  local  government  and  democracy   1.  Health  and  Safety;  2.  Welfare;  3.  Housekeeping  (similarly  to  how  our  school  operates).     _______________     We  are  committed  to  providing  opportunities  for  student  engagement  in  all  areas  of  our   school  and  have  a  school  culture  where  student-­‐initiated  student  engagement  is  supported   and  celebrated.      

 

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Parents  

                      “From  our  own  journey  of  parenting  and  many  years     of  professional  careers,  we  learned  a  valuable  lesson   that  being  academically  advanced  is  only  a  very  minor   part  of  being  happy,  successful,  and  contributing   members  of  society.”            
   

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  What  motivated  your  school  community  to  support  this  CAS  approach?  Here  are  some   selected  comments  from  parents  about  QAE  and  their  support  of  the  CAS.     We  chose  QAE  for  our  kindergartener  son  mainly  because  of  the  following  two  reasons.       1.  When  we  toured  different  public  schools,  we  were  looking  for  a  school  where  the   curriculum  is  not  entirely  focused  on  academic  learning.  From  our  own  journey  of  parenting   and  many  years  of  professional  careers  (we  are  a  scientist  and  a  software  engineer  with   advanced  degrees  from  world-­‐leading  institutions),  we  learned  a  valuable  lesson  that  being   academically  advanced  is  only  a  very  minor  part  of  being  happy,  successful,  and  contributing   members  of  society.  The  most  important  factors  to  your  satisfaction  in  life  are  your  social  and   emotional  well-­‐being  and  how  resilient  you  are  in  adjusting  to  life's  challenges  and   adversities.  Therefore,  integrating  social  and  emotional  learning,  in  our  opinion,  should  be  one   of  the  core  curricula  in  a  school.  QAE's  social  and  emotional  learning  program  is  their   "Positive  Disciplines"  approach.  This  approach  advocates  treating  children  with  respect  and   empowering  children  to  become  self-­‐thinking,  problem-­‐solving,  and  capable  citizens,  which  in   our  opinion,  is  exactly  the  goal  of  education.       2.  During  our  tour  of  QAE,  we  were  pleasantly  surprised  to  learn  that  the  school  has  adopted   "Project-­‐Based  Learning".  As  an  educator  who  has  worked  in  universities,  I  firmly  believe  that   knowledge  dissemination  by  traditional  lectures  is  a  very  ineffective  educational  method.   Knowledge  and  skills  must  be  learned  by  students  themselves.  The  educators'  role  is  to   motivate,  guide,  and  facilitate  this  learning  process.  By  doing  "Project-­‐Based  Learning",  QAE  is   allowing  the  students  to  learn  important  skills  in  life  by  working  with  the  issues,  observing   the  issues,  and  learn  first-­‐hand  how  to  inquire  knowledge,  how  to  do  problem-­‐solving.   "Project-­‐Based  Learning"  also  promotes  creative  thinking  in  students,  a  valuable  skill  that  will   benefit  them  for  the  rest  of  their  lives.       We  strongly  and  firmly  support  QAE's  application  to  become  a  CAS  school,  as  we  believe  this   is  how  education  should  be  done.  We  will  do  our  best  in  supporting  the  school  in  becoming  a   pioneer  in  elementary  education,  to  bring  up  a  new  generation  of  children,  who  will  be  kind,   compassionate,  resilient,  and  capable  citizens  of  the  world.       -­‐-­‐Angela  Lui       “We  selected  QAE  after  an  exhaustive  search  in  both  private  and  public  schools  for  our  son.   We  wanted  to  find  an  educationally  rigorous  atmosphere  along  with  a  supportive  community   that  embraces  both  new  and  classic  teaching  methods.  Our  son  has  flourished  at  QAE  and  we   could  not  be  happier.  The  community,  staff,  and  principal  are  all  united  in  providing  the  best   education  for  each  child  and  building  in  a  love  of  learning  in  the  process.”   -­‐-­‐  Shelly  Dillon    

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        “Our  greatest  asset  at  QAE  is  our  teaching  staff.  Their  knowledge  and  passion  for  education  is   the  pulse  of  our  school.  I  support  the  approach  developed  by  the  QAE  CAS  team  because  of  the   autonomy  and  flexibility  it  allows  our  principal  and  teachers  to  implement  teaching  methods   that  will  have  life-­‐long  benefits  for  our  children.  I  highly  value  collaboration  among  the   teachers  that  nurtures  their  creativity  and  allows  for  consistency  with  regards  to  grade  level   projects,  classroom  management,  and  school  values.  I  recognize  that  relief  from  the  current   hiring  process  is  an  imperative  element  of  the  QAE  CAS  approach  that  allows  the  careful   addition  of  progressive,  outstanding  teachers.”     -­‐-­‐  Alison  Payayus       I  was  motivated  to  support  the  CAS  approach  for  several  reasons:   -­‐ I  have  seen  first-­‐hand  how  even  small  steps  in  taking  a  differentiated  approach  to   learning  in  the  classroom  allows  all  children  to  thrive  and  succeed.    I  believe  that  the   combined  elements  in  the  QAE  CAS  plan  will  exponentially  increase  this  potential  for   differentiated  learning.   The  focus  on  developing  the  whole  child  -­‐  their  social/emotional  learning  and  ability  to   work  in  teams  on  projects-­‐  as  a  part  of  the  CAS  was  crucial  for  my  support.    These  skills   will  serve  every  child  well  in  their  youth  and  adult  years,  regardless  of  their  relative   academic  success.    And  it  has  been  proven  to  boost  academic  success  as  well.   I  have  personally  worked  with  and  spoken  with  each  member  of  the  QAE  staff  and   know  that  their  commitment  to  individual  learning  of  each  and  every  child  at  QAE  is   unequivocal.    The  plan  in  place  for  QAE  CAS  incorporates  all  the  best  thinking  from  this   amazingly  talented  staff  and  leadership...  to  remove  the  current  barriers  in  place  to   really  deliver  on  the  plan  will  show  definite  results.   As  leader  of  the  PTSA  for  the  past  2  years,  I  know  that  the  overall  parent  community   supports  the  initiative,  including  a  long-­‐term  commitment  to  providing  resources  (time   and  money)  to  make  this  plan  succeed.  

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What  I  love  about  QAE  is  that  my  two  children  are  loved,  safe,  and  learning  every  day-­‐-­‐by   every  member  of  the  staff  and  by  the  larger  parent  community.    It  is  a  team  effort  by  all!   Karrie  Sanderson   2010-­‐2012  PTSA  President  

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        “I  support  the  CAS/Queen  Anne's  vision  as  a  school  because  as  an  educator  myself,  I  am   acutely  aware  of  Washington's  need  to  look  for  unique  avenues  to  build  effective  education   programs  for  all  of  our  children.    A  program  like  this  one  allows  parents  and  community   members  to  have  a  hand  in  ownership  thereby  promoting  education  in  a  way  schools  alone   cannot.    By  garnering  support  through  creative  ideas,  we  will  build  lasting  educational   changes  that  will  benefit  students  with  special  needs,  those  who  qualify  for  Spectrum,  and   everyone  in  between.     -­‐-­‐  Kristin  Teske         “We  chose  to  send  our  kids  to  Queen  Anne  Elementary  because  of  the  high  caliber  and   complete  dedication  of  its  leadership  and  staff.    Every  single  staff  member  at  QAE  is  100%   committed  to  doing  whatever  it  takes  to  create  a  positive  and  effective  learning  environment   for  every  child.    It  all  comes  down  to  the  teachers  and  the  principal,  and  I  don't  know  of  finer   ones  anywhere  else.     CAS  is  a  really  exciting  development  for  Queen  Anne  Elementary  -­‐-­‐  it  unleashes  the  full   potential  of  our  school  by  freeing  our  staff  up  to  think  and  act  innovatively.    They're  trying  to   do  something  really  exciting  and  different  here  at  QAE,  and  CAS  removes  many  of  the   constraints  which  would  otherwise  hinder  that  pursuit  of  excellence.”     -­‐-­‐  Lee  Wierdsma   2012-­‐2014  PTSA  Co-­‐President            

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How  will  your  parent  community  participate  in  supporting  your  CAS  Plan?     Our  parents  will  be  offered  multiple  ways  to  participate  in  the  elements  of  the  CAS  Plan  and   supporting  QAE’s  CAS  plan.  We  will  continue  to  use  family  education  nights  and  parent   meetings  to  communicate  information  and  get  feedback  from  parents.  We  will  use  our  CAS   Parent  Review  Team  (PRT)  to  continue  to  monitor  our  plan,  implementation,  and   performance  review.    We  will  expand  or  modify  the  role  of  the  CAS  PRT  to  include  grade  level   representatives  that  work  with  the  BLT.     We  communicate  at  a  school  level  with  blog  updates  by  our  principal,  daily  emails  to  our   families  and  updates  on  our  website.  Our  teachers  all  communicate  weekly  by  blog  (and   newsletter).  These  existing  communication  channels  help  us  communicate  CAS  information  to   families.  Since  deciding  to  participate  in  the  CAS  in  March  2012,  we  have  been  maintaining  a   website  dedicated  to  the  CAS  process  to  help  keep  our  parents  and  staff  up  to  date.     There  are  several  ways  our  families  will  be  able  to  support  their  students  that  tie  to  our  CAS   plan.  Level  of  parent  engagement  makes  a  significant  (and  measureable)  impact  on  student   success:     “When  families  –  regardless  of  economic  status,  ethnicity  or  the  level  of  the  parents'   education  –  are  involved  in  their  children's  learning  both  at  home  and  at  school,  the   children  do  better  at  school.  "A  New  Wave  of  Evidence:  The  Impact  of  School,  Family   and  Community  Connections  to  Achievement,"  (Anne  T.  Henderson  and  Karen  Mapp,   2002)   Engagement  can  be  categorized  into  ‘Six  Types  of  Involvement’  (Dr.  Joyce  Epstein,  director  of   the  National  Network  for  Partnership  Schools  at  Johns  Hopkins  University)     1.  Parenting  –  Families  help  create  a  home  environment  that  supports  children  in  their   learning.     2.  Home-­‐School  Communication  –  Effective  two-­‐way  communication  (from  home  to   school  and  school  to  home)  about  school  progress  and  the  child's  progress  on  all  levels   (academic,  social  and  emotional).     3.  Volunteering  –  Finding  ways  to  help  out  at  school,  in  the  district  or  at  home.     4.  Support  Learning  at  Home  –  Schools  and  families  work  together  to  find  ways  in   which  families  can  help  with  homework  and  other  school-­‐related  activities  at  home.     5.  Decision-­‐making  –  Families  and  schools/district  collaborate  in  school  decisions;   families  are  given  the  opportunity  to  have  input  into  policies  and  decisions  that  affect   their  child's  education.     6.  Collaborating  with  the  Community  –  Developing  partnerships  with  the  community  to   strengthen  school  programs,  family  practices  and  student  learning.  
Queen  Anne  Elementary,  Creative  Approach  Proposal   17  

We  will  be  targeting  areas  where  we  can  improve  and  bolster  our  types  of  involvement:     >  Streamlining  a  weekly  communication  about  what  is  being  taught  in  class,  questions  parents   might  ask  their  child,  guidance  an  talking  with  their  child  about  goals  and  expectations  for   that  work  and  providing  specific  tips  about  how  to  help  their  child  at  home.    (This  also  ties  to   elements  of  our  report  card.)     >  Develop  a  plan  for  tiered  engagement  intervention.  Identify  families  reluctant  to  engage  and   determine  barriers;  this  support  can  range  from  telephone  calls,  mailing  letters  and  or   scheduling  home  visits.  We  will  work  hard  to  establish  a  great  partnership  with  all  of  our   families.     >  Kindergarten  Family  Outreach.  What  we’ve  implemented  so  far:   ·            Open  House  &  Tours  (Spring)   ·            Summer  Play  Dates   ·            “Rising  K’s  Welcome”  We  invited  kindergarten  families  who  were  placed  at  QAE  to  come   and  visit  for  a  morning  in  early  May.  Incoming  families  had  a  chance  to  visit  each  K  classroom,   participate  in  a  teacher-­‐led  activity,  and  then  have  time  to  explore  the  classroom”.  The  event   culminated  with  a  simple  brunch  in  our  cafeteria  and  a  welcome  talk  from  our  principal.   ·            Back  to  School  Open  House:  Usually  occurs  a  week  before  school.    Classroom  assignments   are  posted  and  students  and  families  have  a  chance  to  meet  teachers  and  explore  the  school.       An  element  we  are  developing  is  preparing  our  parents  for  how  the  transition  will  affect  them.   Casual  conversations  from  K  parents  at  a  recent  Kindergarten  Social  brought  this  to  our   attention.    While  parents  felt  confident  in  preparing  their  child/ren  for  school,  many  parents   expressed  how  they  did  not  understand  the  social  impact  and  time  impact  that  school  has  on   their  schedule  ranging  from:  making  lunches,  transportation  (in  all  forms:  pedestrian,  bus,   driving),  filling  out  paperwork,  reviewing  home/school  communications,  anxiety  about  not   knowing  the  their  child’s  schedule  and  attending  school  social  events.    Parents  expressed   feeling  very  busy  and  being  surprised  by  the  busyness.         How  will  families  give  input  and  feedback  about  your  CAS  Plan?    How  will  that  feedback   be  incorporated?     The  best  opportunities  for  our  families  to  give  input  and  feedback  will  be  at  school  meetings,   CAS  Parent  Review  Team  and  through  surveys.  We  will  also  work  to  understand  our  parent   priorities  for  components  of  our  plan  and  balance  how  different  families  perceive  the   importance  of  different  aspects  of  the  CAS  plan  and  work  to  weight  them  appropriately.     We  want  to  track  all  responses  and  reactions  to  QAE’s  CAS  plan.    If  we  see  a  trend  of  negative   reactions  to  a  particular  point  in  our  plan,  we  will  work  with  our  parents  to  find  out  why  they   object,  what  their  concern  is,  what  solution  they  can  offer  and  how  we  can  balance  their  need   and  the  vision  and  research  behind  the  idea.  Positive  feedback  will  help  us  identify  areas   valued  by  our  parent  community;  negative  feedback  will  give  us  a  chance  to  discuss  why  a   certain  CAS  component  is  viewed  poorly  and  determine  ways  to  fine-­‐tune  and  make  things   relevant  to  all  our  stakeholders.  
Queen  Anne  Elementary,  Creative  Approach  Proposal   18  

How  will  your  staff  and  parent  community  ensure  fidelity  to  your  CAS  Plan?     Having  everyone  committed  to  the  plan  before  it  goes  into  effect  is  the  first  step  in  sticking  to   the  plan.    Next  is  that  our  parent  community  is  kept  up-­‐to-­‐date  on  the  process.  We’ll  outline   what  we’re  doing,  when  we’re  doing  it,  why  we’re  doing  it  and  the  desired  results.       For  our  staff  we  specifically  will  keep  our  CAS  plan  on  track  through  BLT  oversight,  staff   meetings,  reviewing  our  CAS  plans  during  planning  time,  and  then  creating  and  following  a   CAS  Implementation  Checklist.     Involving  our  parent  community  in  the  discussion  about  a  site-­‐specific  report  card  will  be   significant  way  to  outline  the  plan.    The  QAE  Report  Card  will  be  how  we  measure  all  the   elements  of  our  program  –  and  thus  will  be  a  good  way  to  outline  our  curricula  and  plan.    

 

How  will  your  CAS  Plan  engage  the  community?     We  currently  have  relationships  with  Queen  Anne  Manor  and  the  Queen  Anne  Food  Bank.  We   have  been  working  with  the  Queen  Anne  Farmer’s  Market  to  support  our  garden  and   food/farm  programs.  This  year,  we  began  working  with  the  Dwankhosi  Hope  School  in   Zambia.       Our  focus  for  partnerships  this  year  is  tied  to  Project  Based  Learning.    For  example,  our  2nd  &   3rd  graders  just  worked  with  the  Seattle  Parks  Department  to  provide  community  service   hours  in  a  local  park,  spreading  mulch.    We  are  also  defining  projects  that  have  a  technical   aspect  and  are  outlining  opportunities  to  work  with  local  technology  companies.     We  envision  a  PBL  Parent  Team  that  works  with  our  staff  and  community  to  help  QAE  identify   possible  partnerships  with  businesses,  professionals,  and  other  community  based   organizations.       We  have  a  parent  meeting  on  October  18th  to  discuss  Creative  Approach  Schools  and  another   meeting  in  November.    We  will  have  CAS  Parent  Review  Team  meetings  between  now  and  the   end  of  November  as  well  and  will  have  more  information  and  feedback  to  certain  portions  of  our   CAS  plan.      

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What  criteria  will  your  CAS  plan  propose  to  measure  its  success?  And,  how  will  you     connect  data,  monitor  progress  and  tracking  student  achievement?  

 

We  will  be  using  data  from  our  Student  Intervention  Team  (SIT,  see  page)  and  QAE  report   card  (see  page  XX).  We  will  be  creating  assessment  and  data  reporting  tools  to  allow  us  to   input  data  and  see  results  immediately.     The  components  that  we  see  necessary  for  measuring  our  program  and  understanding  our   effectiveness  are:     -­‐ SIT  intake  data  twice  per  year     -­‐ Math  assessment   -­‐ Literacy  assessment   -­‐ SEL  assessment  metrics  (linked  to  Positive  Discipline  and  Kelso’s  Choices).   -­‐ Project  Based  Learning  Rubrics  and  Common  Core  State  Standards   -­‐ Student  self-­‐assessment     One  of  our  objectives  is  to  measure  how  our  SEL  program  is  impacting  students,  the   classroom  climate,  and  our  school  culture.  We  want  to  be  able  to  define  criteria  to  measure   skills  and  then  be  able  to  look  at  the  effect  over  multiple  years,  by  student  over  years,  etc.     We  need  to  review  our  various  grade  level  assessments  and  develop  or  find  a  way  to  assess   students  in  math  and  literacy  skills  at  the  beginning  of  the  year  and  how  we  can  quickly   measure  and  report  on  progress.    For  example:  input  assessment  data  directly  into   spreadsheets  (or  via  a  web  app).       Develop  quick  review  cycles  for  math  and  literacy  to  see  what’s  working,  what’s  not,  and  what   needs  tweaking.     As  our  QAE  report  card  develops  and  we  can  see  what  information  we  want  to  show,  we  will   be  able  to  start  defining  what  type  of  data  we  need  to  collect  and  then  how  we  collect  that   data.  This  data,  as  well  as  our  SIT  data,  will  be  collected  electronically.     We  will  continue  to  take  the  MAP  in  all  grades  and  have  our  3rd  –  5th  graders  take  the  MSP   track  the  information.        

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In  the  following  pages  we  have  outlined  some  of  our  areas  to  innovate  and  followed  the   criteria  you  requested  in  the  following  tables.    

Math  and  Reading  Clubs    
Criteria  for  Choice   Identifies  students  who  need  extra  work  on  math  and  reading  and   allows  access  to  online  resources  to  increase  skill-­‐building  time,   offered  before  school/after  school.   These  will  be  offered  to  students  who  need  more  time  to  meet   standards.  For  math,  we  will  use  time  on  DreamBox  (for  math).  And  for   reading  will  we  offer  Raz-­‐Kids,  reading  time  and  story  time.    We  will   offer  this  students  who  need  help  getting  to  grade  level  first  and  then   would  like  to  offer  this  to  all  students.         For  Math,  working  with  staff  to  understand  reporting  from  DreamBox   and  using  that  data  to  help  students  in  the  classroom.    For  reading,   review  some  research  and  case  studies  on  effective  literacy  programs.   For  reading:  Ideally  have  staff  outline  information  and  train  volunteers   to  help  oversee  students.   DreamBox  has  it’s  own  assessment  tools  and  reports  to   teachers/parents.  For  readers,  time  and  materials  used  during  reading   club  time  should  be  kept  track  of  and  additional  assessments  from   teachers  should  be  performed  to  measure  impact  of  reading  club   program.     Provides  extra  time  in  small  groups  to  work  on  core  skills.   Teach  students  how  effort  relates  to  performance.     Continue  to  measure  extra  time  in  math  or  reading  club  to  assessments   in  classroom.    Detail  frequency  of  attendance  in  clubs  and  in-­‐class   assessment  and  track  student  performance  carefully.  

Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes  

Response  to     Student  Need   Ongoing     Assessment  

   

 

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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Social  and  Emotional  Learning  /  Positive  Discipline  (in  progress)  
Criteria  for  Choice   Positive  Discipline  (PD)  is  a  framework  for  our  school  culture  and  for   PBL.  Positive  Discipline  criteria  and  assumptions  align  with  QAE  goals:   Five  Pillars  and  “Be  Safe,  Kind,  &  Fair”.   -­‐  10-­‐week  course   -­‐  Annual  staff  refresher   -­‐  Discuss  how  PD  is  used  to  manage  and  improve  classroom  behavior   -­‐  Planning  classroom  meetings   For  students:  develop  criteria  to  measure  social  and  emotional  skills.       For  teachers:  develop  criteria  to  track  and  measure  classroom   management  (looking  at  blow-­‐ups,  misbehavior,  time  it  takes  a  student   to  calm  down,  how  using  PD  reduces  classroom  distractions).   -­‐  Respects  students  needs  and  helps  identify  causes  of  misbehavior   -­‐  Supports  how  students  interact  with  each  other   -­‐  Helps  student  cope  with  peers  who  are  off-­‐task  or  having  problems     Long  term  look  at  effect  of  classroom  meetings,  student  self-­‐ management,  classroom  management  and  individual  behavior.  

Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes  

Response  to     Student  Need   Ongoing     Assessment  

  Social  and  Emotional  Learning  (Overview)  –  in  progress  +  developing  
Criteria  for  Choice   Social  and  emotional  learning  is  weighted  evenly  with  our  academic   learning.  Research  showing  how  social  and  emotional  competency  and   traits  influence  future  outcomes  is  of  high  interest  to  our  community   and  we  are  responding  to  this  in  our  programs  and  development  of   ways  to  measure  it.  When  we  look  at  our  district  goal  “to  ensure  every   student  is  ready  for  college,  career  and  life.”  Our  SEL  program  is  one  of   the  strongest  supports  we  can  provide  to  achieve  this.     KELSO’s  Choices,  Roots  of  Empathy,  Growth  Mindset.   Initial  training,  annual  refresher  training,  getting  information  home  to   parents.   We  are  reviewing  various  ways  to  measure  SEL  skills  and  traits.   Helping  students  develop  their  skills  of  self-­‐advocacy,  problem-­‐solving,   critical  and  creative  thinking,  perseverance  and  goal  setting.   We  will  look  at  SEL  from  three  perspectives:  school  culture,  classroom   climate,  and  individual  student  competency.  Evaluate,  self-­‐control/   student-­‐driven  intervention  (going  to  calm  spots,  Kelso’s  Choices,  etc.)   and  develop  assessments  for  factors  in  self-­‐awareness,  self-­‐ management,  social-­‐awareness,  and  social  management.  
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Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes   Response  to     Student  Need   Ongoing     Assessment  

Queen  Anne  Elementary,  Creative  Approach  Proposal  

Project  Based  Learning  (in  progress)  
Criteria  for  Choice   An  approach  that  prepares  students  to  think,  create,  and  collaborate.     Fits  our  model  for  school  culture  and  supporting  the  capable  child.   Designed  to  teach  21st  century  skills  and  is  moving  rapidly  to  align   CCSS.  Positive  for  students  and  teachers.   2  Days  PBL  Training   -­‐  5  Days  Project  Planning  Time   -­‐  Grade  level  Teams  meet  2x/month  as  part  of  PLC  time.   -­‐  In  our  lower  elementary  where  we  have  2  –  3  teachers  per  grade   level,  we  are  working  toward  blocked  out  planning  time  during  the   school  day  to  increase  collaboration  time   -­‐As  our  grade  level  teams  fill  in  each  year,  our  ability  to  have  GLP   blocked  out  during  PCP  (and  integrated  into  the  school  work  day)  will   improve.   -­‐  PBL  Standards  to  Guide   -­‐  Common  Core  State  Standards  Integration   -­‐  Project  Specific  Rubrics   -­‐  Self-­‐assessment,  authentic  assessment     -­‐  Presentations,  blogs,  iMovie,  VoiceThreadpropos   For  Staff:  As  we  launch  into  PBL,  we  will  be  reviewing  our  first  year   projects  and  will  be  fine-­‐tuning  as  necessary.   -­‐  Differentiated  instruction,  effective  for  all  types  of  learners   -­‐  Develops  21st  century  skills  (Five  Pillars  Core)   Specific  rubrics  to  measure  standards  taught.    Also  align  to  Common   Core  Standards.  Teachers  will  use  the  same  projects  and  will  have  a   chance  to  fine-­‐tune  assessments  of  projects.       Self-­‐assessment  and  authentic  assessment  for  students  to  review  their   own  performance  and  work,  with  upper  grades  using  their  eFolio  and   blog  to  share  project  work.    

Training  of     Teacher  Core   Planning  Time/   Collaboration  

Assessment  of     Outcomes  

Response  to     Student  Need   Ongoing     Assessment  

 

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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QAE  Report  Card  (proposed)  
Criteria  for  Choice   -­‐  To  provide  teachers,  families  and  students  with  relevant  data  and   feedback  tied  to  specific  curricula   -­‐  Important  step  to  analyzing  our  data  and  moving  toward  a  data-­‐ driven  school   -­‐  Step  toward  more  frequent  assessments  and  tracking   -­‐  Allows  us  to  detail  standards  taught  and  communicate  specifics  to   parents  (meet  home/school  objective  to  help  parents  support  students   at  home)   We  will  need  to  work  with  staff  to  shift  from  current  (mostly  paper)   methods  of  assessment/data  collection  and  track  data   electronically/online  and  look  to  automate  where  we  can.   -­‐  Helps  with  our  move  to  Common  Core  State  Standards   -­‐  Will  push  our  knowledge  of  PBL/21st  century  skills  +  CCSS   -­‐  Will  require  development  time  and  GLP  time   -­‐  Tie  to  Parent  Engagement  and  build  in  explanatory  info  for  parents,   by  grade  level,  seeks  parent  input/a  parent  team   -­‐  Assessment  specific  to  what  is  being  taught  at  QAE:  core  competency,   enrichment  classes,  SEL  skills,  CCSS,  PBL   -­‐  Measures  for  Parents/Teachers   -­‐  Measures  for  Teachers/School   -­‐  Student  Report  Card:  Tie  evaluation  to  the  Five  Pillars  and  Be  Kind,   Be  Fair,  Be  Safe.    Use  with  students  to  help  communicate  expectations   and  help  students  goal-­‐set.   -­‐  Focuses  on  specific  student  development     -­‐  Allows  for  students  to  be  grouped  together  more  quickly  allowing  for   small  group  instruction     -­‐  Helps  teachers  identified  student  learning  types,  can  individualize   instruction   -­‐  Move  toward  becoming  a  data-­‐driven  school   -­‐  Rapid  assessment  cycles  to  help  individualize  learning,  plan   intervention  and  evaluate  curricula  and/or  methods:  determine  what   is  working,  what  is  not  and  take  immediate  action.   -­‐  Include  assessment  &  measurement  of  SEL  skills.       -­‐  Understanding  how  to  have  more  rapid  assessment  cycles  will  allow   us  to  respond  to  students  needs  more  quickly.     We  provide  self-­‐assessment  opportunities  for  our  students   (supporting  self-­‐directed,  critical  thinking  Pillars).   -­‐  In  art,  by  grade  level  our  students  follow  a  criteria  and  assessing  their   own  work  based  on  the  criteria.     -­‐  In  our  lower  grades,  photos  are  taken  during  the  day  and  students   review  what  they  feel  they  see  in  the  photos  and  work  to  identify  skills  
24  

Training  of     Teacher  Core   Planning  Time/   Collaboration  

Assessment  of     Outcomes  

Response  to     Student  Need  

Ongoing     Assessment                          

Queen  Anne  Elementary,  Creative  Approach  Proposal  

Ongoing     Assessment  

and  traits  they  see  in  action.   -­‐  In  our  upper  grades,  we  use  eFolios  for  both  staff  assessment  and   student  self-­‐assessment  of  work,  as  well  as  evaluating  their  overall   eFolio  for  specific  objectives.   -­‐  In  PBL,  students  have  a  self-­‐assessment  rubric  appropriate  by  grade   level  and  for  performance  in  teamwork,  projects,  presentations,  etc.  

 

Data-­‐Driven  School  –  proposed/planning  and  design    
Criteria  for  Choice   As  part  of  a  professional  learning  community,  we  need  to  be  able  to   monitor  progress,  connect  data  and  have  a  snapshot  of  student   achievement  at  all  times.  Our  teachers  are  frequently  assessing   students  and  modifying  instruction  based  on  that  data.    We  want  to  be   able  to  track  that  information  and  understand  how  our  teaching  and   assessing  and  outcomes  work  to  produce  results—and  how  we  can   make  the  assessment  and  student  performance  tracking  streamlined   and  easily  accessible  by  student  and  across  school  years.   Additional  training  may  be  necessary  to  help  staff  feel  comfortable   working  with  data  and  data  tools.     This  will  become  an  important  part  of  Grade  Level  Planning  time  and   PLC  time.    Identifies  ways  to  assess  and  identify  students  who  need   intervention  (either  as  remedial  or  accelerated)  as  soon  as  possible.         We  need  to  be  able  to  see  our  year-­‐to-­‐year  data,  detailed  to  our   curricula  and  other  test  scores.   Helps  us  understanding  how  our  teaching  and  curricula  effects   students   Adjust  instruction  to  learning     Identify  where  student  needs  support,  more  quickly.    

Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes   Response  to     Student  Need  

Ongoing     Assessment      

 

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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All-­‐Day  SIT  (Student  Intervention  Team)  –  In  progress    
Criteria  for  Choice   School  Intervention  Team  meets  with  teachers  to  review  all  students.     Goal  is  to  understand  the  areas  of  needs  for  all  of  our  students  in:   academics,  SEL  (behaviors,  social  skills),  Family  and  Home,  Strengths   and  other  supports.    We  identify  students  who  need  extra  support  and   make  sure  that  we  have  the  resources  in  place  to  support  the  student.   For  our  teachers,  this  has  become  part  of  their  standard  student   assessment  and  intake.  As  we  define  all  areas  to  track,  we  will  consult   with  our  teaching  teams  to  make  sure  we  have  all  evaluation  points   covered.   The  SIT  is  comprised  of  school  principal,  school  psychologist,  nurse,   OT/PT,  resource/special  education  specialist  and  the  teachers.   Here  is  an  overview  of  our  last  two  years  of  students  who  needed   additional  support  (either  to  get  to  standards  or  to  work  at  an   accelerated  pace.)       -­‐  2010-­‐11,  10  students  identified  (112  enrolled)     -­‐  2011-­‐12,  12  students  identified  (225  enrolled)   -­‐  2012-­‐13,  SIT  evaluation  to  occur  in  late  October.   -­‐  Allows  students  be  identified  for  additional  resources  and  support.   -­‐  We  have  hired  tutors  to  help  students  get  extra  time.   -­‐  All  aspects  of  student  life  (from  the  classroom  to  home  life)  are   eligible  to  receive  support  and  resources.   We  evaluate  for  our  SIT  in  October  and  March.  We  will  formalize  the   intake  process  and  measures  that  we  record.  We  want  the  ability  to   track  students  throughout  their  career  at  QAE  and  link  intervention   time  and  resource  to  outcomes.  Ongoing  assessment  will  include  areas   outlined  above  in  Criteria  for  Choice.    

Training  of     Teacher  Core  

Planning  Time/   Collaboration   Assessment  of     Outcomes  

Response  to     Student  Need  

Ongoing     Assessment  

   

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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Staff  Collaboration  &  Grade  Level  Planning  (in  progress  &  proposed)  
Criteria  for  Choice   -­‐  Strengthens  our  Professional  Learning  Community  (PLC)   -­‐  Supports  teamwork  and  collaboration   -­‐  Critical  for  PBL  planning   -­‐  Target  student  needs  with  focus  on  vision  and  curricula   -­‐  Our  staff  has  a  strong  desire  to  work  in  teams  and  collaborate.    They   enjoy  learning  from  each  other  and  supporting  each  other.    Our  PBL   training  included  training  information  about  grade  level  planning.   -­‐  We  have  doubled  our  staff  in  the  last  two  years  and  will  add  seven   staff  members  over  the  next  four  years.  Our  strong  PLC  and  GLP  will   allow  new  staff  to  acclimate  to  our  school  culture  can  start  the  school   year  on  the  same  track.     We  are  currently  splitting  PLC  time  with  GLP  time.   -­‐We  are  considering  adding  additional  ½  days  for  professional   development  (with  the  goal  in  mind  that  we  keep  students  at  school   for  enrichment  activities).     -­‐  PBL/GLP  directly  supported  our  rapid  launch  of  PBL   GLP  and  PLC  give  students  the  benefit  and  experience  of  multiple   teachers  and  more  teacher  experience  years  than  a  teacher  working  in   isolation.   We  are  standard  reports  to  track  our  PLC  and  GLP  time.    

Training  of     Teacher  Core  

Planning  Time/   Collaboration  

Assessment  of     Outcomes   Response  to     Student  Need   Ongoing     Assessment    

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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    “We  are  pushing  the  boundaries  for  what  makes  a  classroom.”  
 

 

-­‐-­‐Jeffrey  Riley,  QAE  Librarian    

Technology  /Adaptive  Learning  Software  (Khan  Academy)  (in  use)  
Criteria  for  Choice   Free,  multiple  levels  of  differentiation,  reinforces  “self-­‐directed   learner”  pillar,  integrates  different  teaching  techniques  (videos,  guided   practice,  ‘hints’)   Self-­‐guided  initial  use  by  Joe  Bailey-­‐Fogarty.  Joe  will  present  a  brief   training  on  a  PD  day  to  be  determined.   Some  time  needed  (~30  minutes)  for  staff  training.  Planning  time  to   include  setup  of  student  accounts,  preparation  of  student  help   materials  and  parent  information  sheets.      Collaboration  accomplished   by  connecting  students  to  appropriate  coaches,  classroom  teachers,   special  ed  teachers,  administration,  (As,  tutors,  or  other  mentors.)   “Coaches”  have  access  to  an  ongoing,  detailed  reporting  system   showing  student’s  progress.    Includes  information  such  as  areas  of   proficiency  and  difficulty.  Specific  problems  the  student  struggles  with,   which  concepts  they  ask  for  help  in,  and  how  long  the  student  took  to   answer  each  particular  problem.   With  guidance  from  the  teacher,  Khan  Academy  allows  the  student  to   direct  his  or  her  own  learning.  Each  student  must  investigate  the   various  math  strands  and  choose  an  appropriate  level  for  needs.   Mathematical  concepts  mastered  at  earlier  stages  support  learning  as   the  student  progresses  through  the  “knowledge  map.”   Monthly  student  self-­‐assessment  via  examination  of  their  own  coach   reports,  re-­‐calibration  of  the  student’s  chosen  practice  level  based  on   teacher  feedback,  parent  connection  via  emailed  progress  reports.    

Training  of     Teacher  Core   Planning  Time/   Collaboration  

Assessment  of     Outcomes  

Response  to     Student  Need  

Ongoing     Assessment  

 
 

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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Technology  /  DreamBox  –  (in  use)  
Criteria  for  Choice   Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes   Response  to     Student  Need   Ongoing     Assessment   Adaptive  learning  software.  Free  trial  and  SPS  choice.   Worked  closely  with  DreamBox  trainers  in  development  and  piloting.   Needed  to  further  assessment  benefits  of  DreamBox  and  identify   correlations  exist  between  usage  and  improved  performance.   Rapid,  instant  assessment,  teachers  are  notified  of  areas  where  student   are  not  understanding  concepts  and  can  tackle  those  concepts  with   students  quickly   -­‐  Allows  students  to  “start  where  they  are”  in  a  fast  paced  program.   -­‐  Helps  students  improve  quickly  on  math  concepts  and  skills   -­‐  Integrating  DreamBox  data  with  other  performance  measures   -­‐  Review  time  spent  on  DreamBox  and  MAP  Math  test  results   -­‐  Aligning  to  Common  Core  State  Standards  

  Technology  /eFolios   (in  use)  
Criteria  for  Choice   -­‐  Use  of  eFolios  allow  our  teachers  and  students  to  build  an  online   portfolio  of  their  elementary  school  career.     -­‐  Allows  for  a  large  audience  to  see  student  work  (other  students,   teachers,  families,  and  the  students  extended  family).   -­‐  Promotes  students  technology  literacy  and  understanding  of  use  of   online  tools,  digital  citizenship  and  technological  literacy.   -­‐  Students  begin  to  blog.   Training  to  understand  use  of  tools  and  setting  up  student  accounts.   As  needed.   Used  as  part  of  overall  assessment  and  building  authentic  assessment   skills.   Publishing  content  online   Collaboration  skills   Authentic  assessment   Communication  information  about  projects  and  work  at  school   In  lower  grades,  student  work  is  posted  online  by  staff,  volunteers,  and   parents  at  home;  in  upper  grades  students  are  responsible  for   publishing  their  own  work  (with  assistance  as  needed).  

Training  of     Teacher  Core   Planning  Time/   Collaboration   Assessment  of     Outcomes   Response  to     Student  Need  

Ongoing     Assessment  

   
Queen  Anne  Elementary,  Creative  Approach  Proposal   29  

2 1

  Other  Technology  Integrated  at  QAE    

As  school  focused  on  21st  century  skills,  our  librarian  and  technology  teacher,  Jeffrey  Riley   views  the  ways  we  use  technology  “as  a  catalyst  to  get  kids  to  collaborate  and  create,  with  our   teachers  there  to  encourage  and  motivate.”    

 

We  review  different  tech  tools  we  use  at  QAE  and  have  parents  try  them  out.  Parents  get  to   see  student  eFolios,  read  student  blogs  and  leave  comments.  We  support  parent  connections   to  school  and  their  students’  work  and  our  librarian  has  created  a  Guide  for  Parents  so  they   can  understand  different  technology  application,  websites  and  other  resources  we  use.    For   example,  our  teachers,  parents  and  students  use  Edmodo  to  allow  for  safe  and  secure   communication  online  without  the  need  to  for  email.     We  have  an  incredible  QAE  Library  and  Resources  area  to  support  the  strong  connection   between  school  and  staff,  home  and  our  students  to  support  reading,  math,  science,  digital   citizenship,  tech  tools,  art  media,  information  skills,  health  and  fitness,  and  information  skills.     QAE  Communication  Catalyst       School  &  Staff       -­‐  Website     -­‐  Principal  Blog,  Staff  Blogs      

-­‐  Daily  eNewsletter   -­‐  Edmodo   -­‐  Library  Resources   -­‐Orange  Home/School  Folder  

Parents/Home  
-­‐  Email   -­‐Phone   -­‐Edmodo      
Queen  Anne  Elementary,  Creative  Approach  Proposal  

Students  
-­‐  eFolios   -­‐  Blogs   -­‐  Edmodo   -­‐  iPad/Device  
30  

Volunteer  Training  Classes  (in  progress,  continue  to  develop)  
Criteria  for  Choice   Maximize  volunteer  effectiveness,  set  expectations,  and  define  teacher   needs  related  to  classroom  volunteers.  Provide  introduction  to  Positive   Discipline,  tips  on  classroom  management  and  how  to  best  support  the   teacher  and  students.   -­‐  Give  all  parents  in  contact  with  children  a  primer  of  Positive  Discipline   -­‐  Tips  &  Tricks:  Non-­‐verbal  ways  to  help  kids  get  on  track  or  re-­‐focus  on   task  or  teacher     -­‐  Start  the  year  smoothly.    Usually,  it  can  take  new  volunteers  a  few   months  to  feel  comfortable.    Our  goal  with  training  is  to  skip  those   awkward  weeks  and  month  and  start  our  volunteers  strong.   -­‐  Communicate  school  values  and  visions   -­‐  Set  expectations  for  parents  (how  to  help,  maintain  student  privacy  and   confidentiality)   The  training  outlined  the  volunteers’  role  and  was  presented  by  our   Activity  Chair  and  parent  (a  former  teacher)  and  the  Positive  Discipline   training  and  activity  was  presented  by  two  of  our  staff.   Our  teachers  met  over  the  summer  to  outline  best  practices  for  classroom   coordinators  and  volunteers.    Created  a  classroom  coordinator  handbook   and  volunteer  guidelines  document.      One  staff  member  is  providing  the   20-­‐minute  Positive  Discipline  introduction  for  all  four  Fall  Sessions.   Training  is  one-­‐hour  long.   -­‐  Our  student  enrollment  is  currently  278  and  we  have  had  110  parents   sign  up  for  training.    As  of  10/11/12,  87  parents  have  completed  training.   -­‐  Training  has  spurred  an  interest  in  Positive  Discipline  from  parents.   -­‐  Our  volunteers  have  only  been  in  the  classroom  since  early  October.    We   should  have  a  better  sense  of  the  effectiveness  of  the  trainings  later  in  the   Fall.   -­‐  Positive  Discipline/Common  Language:  Parent  volunteers  are  able  to   communicate  in  the  same  terms,  encouragement  vs.  praise,  and   understanding  PD  methods.     -­‐  Parents  can  enter  the  classroom  confident  with  a  solid  array  of  tools   (how  to  non-­‐verbally  re-­‐engage  a  distracted  child  or  group  of  talking   children)   -­‐  The  role  PD  is  our  school  culture  is  significant.   We  will  survey  our  teachers  after  the  Thanksgiving  break  to  review   differences  between  2011-­‐12  and  2012-­‐13  volunteers  and  seek   suggestions  for  fine  tuning  the  training  for  the  2013-­‐14  school  year  and   beyond.      

Training  of     Teacher  Core   Planning  Time/   Collaboration  

Assessment  of     Outcomes  

Response  to     Student  Need  

Ongoing     Assessment  

   

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If  you  request  waivers  as  part  of  your  CAS  application,  what  impact  will  the  waivers  you   request  have  on  hiring/staffing  policy,  enrollment  policy,  assessment  policy,  or  other   district  policies?     >  Hiring   -­‐  Waive  Art.  VIII,  Sec.  B,  Phases  1  &  2   -­‐  Always  start  hiring  at  Phase  3   -­‐  Start  hiring  early  in  the  year  (before  May)     We  are  in  growth-­‐based  hiring  mode  for  the  next  four  school  years.    We  will  need  to  hire   seven  teachers  to  accommodate  our  existing  student  capacity  and  new  student  enrollment.   We  would  like  to  open  hiring  before  May  to  allow  for  new  staff  to  take  training  classes  (if   necessary)  and  attend  our  summer  training  and  planning  session.    

QAE:%Capacity%&%Hiring%Forecast
Current%Classrooms Future%Classrooms/New%Hires No%Classroom *Capacity

2010@11 K 1 2 3 4 5

2011@12

2012@13

2013@14

2014@15

2015@16

2016@17*

  We  will  continue  to  tailor  our  job  description  to  include  experience  with  Positive  Discipline,   Project  Based  Learning,  grade  level  teams  and  collaborative  work  environment  as  important   skills  needed  to  have  success  in  the  job.     We  will  also  look  into  partnering  with  Seattle  University  to  seek  out  qualified  inters  and   student  teacher  candidates.     Clarification  from  CAS  Panel:  Is  an  alternative  to  Section  B  to  Opt  for  Section  C.  “Site  Based   Hiring  Process”  (p.  72)  or  is  this  complimentary  to  parts  of  Section  B?        

 

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Waivers  (cont.)     >  Additional  ½  Days  for  Professional  Development.    We  would  like  to  explore  the  option  of   an  extended  day  and  need  more  time  to  discuss  this  with  our  parent  community  and  staff  as  well   as  review  cost-­‐neutral  ways  we  might  be  able  to  sustain  this  for  three  years.     Add  up  to  up  to  five  (5)  additional  ½  days  for  grade  level  planning  and/or  all  staff  planning.   Students  would  stay  at  school  and  participate  in  enrichment  activities.    Days  could  be   restricted  to  load  core  standards  instruction  in  the  first  half  of  the  day  and  then  plan   enrichment  in  the  afternoon  either  with  PCP  staff  or  other  enrichment.     >  Extended  Day.    We  would  like  to  explore  the  option  of  an  extended  day  and  need  more  time  to   discuss  this  with  our  parent  community  and  staff  as  well  as  review  cost-­‐neutral  ways  we  might   be  able  to  sustain  this  for  three  years.     Length  of  school  day  for  elementary  schools  in  Seattle  Public  Schools  is  currently  6  hours.    The   Washington  State  average  length  of  day  is  6:24  (6.4)  and  the  U.S.  national  average  is  6:42   minutes  (6.7).  (Source:  nces.ed.gov/surveys/annualreports/data/xls/daylength0708.xls)       An  extended  day  allows  for  increased  enrichment  time,  built-­‐in  grade  level  collaboration  time   (reviewing  assessments,  responding  to  student  needs*/interventions,  and  lengthened  core   subject  block  time).    It’s  beneficial  to  supporting  PBL  (longer,  uninterrupted  blocks  of  time).     15-­‐minute  extension  (6.25  day):  adds  45  hours  to  the  school  year   30-­‐minute  extension  (6.50  day):  adds  90  hours  to  the  school  year   45-­‐minute  extension  (6.75  day):  adds  135  hours  to  the  school  year     >  Extended  School  Year.  We  would  like  to  explore  the  option  of  an  extended  school  year  and   need  more  time  to  discuss  this  with  our  parent  community  and  staff  as  well  as  review  cost-­‐ neutral  ways  we  might  be  able  to  sustain  this  for  three  years.     We  propose  an  extended  school  year  based  on  the  effects  of  summer  break  “summer  slide”  on   all  children  and  particularly  due  to  the  cumulative  effect  of  summer  slide  in  K-­‐5,  especially  in   certain  student  populations.  (http://www.rand.org/content/dam/rand/pubs/monographs   /2011/RAND_MG1120.pdf)     >  Transportation.    We  would  like  to  review  our  transportation  expenses  and  student  usage   to  evaluate  costs  associated  with  transportation  of  our  students.  We  would  like  to  explore   other  transportation  options  and  compare  expenses  and  viability  of  this  as  an  option.     >  All  City  Draw.  Reducing  our  geographic  footprint  to  provide  greater  access  for  all  Seattle   families.    This  supports  our  vision  to  have  a  more  diverse  student  body.    We  would  also   consider  set-­‐aside  seats  for  students  from  other  areas  of  the  city,  such  as  No  Child  Left  Behind   (NCLB)  Opt-­‐Out  students.        
Queen  Anne  Elementary,  Creative  Approach  Proposal   33  

Waivers  (cont.)     >  Nutrition  Services   We  are  considering  asking  for  a  waiver  from  the  districts  school  lunch  program  and  allowing   another  vendor  to  replace  service.    We  would  like  to  be  able  to  service  our  free  and  reduced   lunch  students  with  optimal  nutrition  and  offer  school  lunches  to  families  who  would  like  the   option  to  purchase  lunch,  but  do  not  consider  the  current  lunch  menu  as   nutritious/acceptable.     Summer  Program.  We  would  like  to  explore  the  option  of  a  summer  program  at  QAE  and  need   more  time  to  discuss  this  with  our  parent  community  and  staff  as  well  as  review  cost-­‐neutral   ways  we  might  be  able  to  sustain  this  for  three  years.     -­‐  Use  community  based  partnerships  (Seattle  University  teaching  interns,  enrichment   -­‐  QAE  Staff  Oversight/highly  capable  staff   -­‐  Align  summer  program  to     -­‐  Seek  Interest  from  families  for  a  five  week  paid  program   -­‐  Develop  competitive  pricing  and  forecast  scholarship  students  and  sliding  scale     -­‐  Work  with  PTSA       At-­‐Home  Summer  Reading  Program   -­‐  Partner  our  families  with  their  local  library  program   -­‐  Provide  lists  of  books  for  students  to  ready  by  grade  level   -­‐  Online  reading  programs   -­‐  Coming  back  to  school     -­‐  “Library  at  Home”  making  a  place  for  readers  at  home.     _________________________________         Thank  you  for  reviewing  our  CAS  Proposal.    We  look  forward  to  having  an  opportunity  to   discuss  our  proposal  and  seek  feedback  from  the  CAS  Panel.            

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An  Overview  Positive  Discipline  Curriculum  at  Queen  Anne  Elementary     Contributed  by  Meg  Farris,  Social  and  Emotional  Learning  Co-­‐Chair   QAE  has  adopted  PDC  as  the  keystone  of  its  Social  and  Emotional  Learning   curriculum.      Hence,  for  the  staff,  PDC  isn’t  a  classroom  management  tool,  or  a  positive-­‐ discipline  plan.    Rather,  it  is  a  framework  from  which  to  build  a  larger  school  culture  that   makes  our  5  pillars  possible.     PDC  has  several  core  assumptions  that  QAE  embraces.    First  is  the  assumption  that  children   want  to  be  connected  to  the  people  in  their  lives,  and  continually  seek  those  connections  in   positive  and  negative  ways.    Second,  PDC  assumes  that  children  are  emotionally  and  socially   competent.    Third,  PDC  assumes  that  adults  have  the  job  of  understanding,  acknowledging,   and  supporting  the  children  as  they  seek  to  connect  and  learn.      Fourth,  misbehavior  is  a  child   communicating  that  he/she  feels  that  she  doesn’t  feel  connected,  rather  than  being  malicious   or  manipulative.   Teachers  have  received  professional  PDC  training,  and  were  given  a  refresher  at  the  start  of   school  (Sept  4th).  New  teachers  will  be  trained  in  PDC  as  they  join  the  staff.  Staff  is  considering   the  Advanced  PDC  training  in  the  future,  as  well  as  training  in  trauma  literacy.   From  the  base  of  PDC,  the  teachers  have  added  or  expanded  other  mini-­‐curricula  that  build   SEL  skills.    For  example,  conflict  resolution  –  one  of  the  five  core  SEL  competencies  —  is   taught  through  the  PDC  class  meetings,  but  is  also  enriched  through  the  Kelso’s  Choice   curriculum.    Kelso’s  distinguishes  between  problems  that  kids  can  solve  on  their  own  and   problems  that  they  need  support  or  intervention  from  a  trusted  adult.    Kelso’s  gives  kids  a   “choice  wheel”  of  suggested  actions  for  kid-­‐sized  problems.    Teachers  ask  kids  to  try  two   strategies  on  the  wheel  before  they  offer  support  or  intervene.     Emotional  literacy  is  another  of  the  five  core  SEL  skills,  and  the  K  and  1st  grade  teachers  have   infused  story  time  with  books  that  foster  emotional  literacy  learning,  such  as  “When  Sophie   Gets  Angry,  …Really,  Really  Angry”  by  Molly  Bang.    After  reading  the  story,  teachers  ask  the   students  to  identify  the  feelings  of  the  characters  in  the  book  and  to  reflect  on  times  when   they  felt  similarly.    They  go  further  by  asking  the  students  when  they  have  seen  others  have   the  feeling,  and  discuss  strategies  for  when  the  feeling  causes  conflicts,  or  if  it  is  feeling  that   they  want  to  have  again.   In  addition  to  the  training  being  offered  to  teaching  staff,  the  volunteer  community  has  been   trained  in  the  basics  of  PDC:  its  purpose  within  the  school  community  and  how  it   works.    Volunteers  are  not  expected  to  have  proficiency  in  PDC  techniques,  but  are  expected   to  support  its  principals  and  goals.   In  addition  to  curriculum  enrichment,  the  QAE  staff  seeks  to  adopt  or  improve  their  SEL  best   practices.    Many  of  the  teachers  have  been  exposed  to  SEL  best  practices,  and  have  used  them   for  years.    As  part  of  creating  our  school-­‐wide  SEL  curriculum,  it  is  important  to  identify,   affirm,  and  review  best  practices.    (I've  grouped  them  according  to  whom  the  focus  is  on,  but   they  overlap  a  great  deal.)  
Queen  Anne  Elementary,  Creative  Approach  Proposal   35  

An  Overview  Positive  Discipline  Curriculum  at  Queen  Anne  Elementary  (cont.)   Contributed  by  Meg  Farris,  Social  and  Emotional  Learning  Co-­‐Chair   How  Positive  Discipline  Support  Skills  for  Student  Engagement   Student  based:   • • Connect  with  every  student,  engage  kids  as  individuals  every  day  (greeting  them,  etc.)   Connect  students  with  each  other  through  school  meetings,  class  meetings,  school   activities  such  as  assemblies,  holiday  celebrations,  before/after  school  clubs;  community   events  like  Jog-­‐a-­‐Thon   Involve  students  in  age-­‐appropriate  leadership  of  school  and  in  establishing  the  school-­‐ wide  culture  (Kind.  Safe.  Fair.  and  Five  Pillars)   Recognize  accomplishments  and  contributions  throughout  the  school  community  

• •

Teacher/Staff  based:   • • • • Understand  that  relationships  are  crucial  to  learning,  and  relationships  must  be  based  in   trust  and  mutual  respect     Teachers  and  staff  share  about  what  is  meaningful  to  them.   Know  that  children  shape  their  behavior  on  adult  behavior  (mirror  neurons)   Encourage  students  to  reflect  and  explore  rather  than  to  seek  only  “the  right  answer”  

Parent/Home  based   • • • Bring  parents/guardians  into  the  school  community  with  engagement  activities   Share  the  job  of  building  the  school’s  culture  of  Kind.  Safe.  Fair  and  Five  pillars.   Know  that  children  shape  their  behavior  on  adult  behavior  (mirror  neurons)  

Community  based   • • • Develop  broad  world-­‐view.  Expose  children  to  economic  and  cultural  differences  around   their  community  and  globally.   Encourage  tolerance   Service  learning  

Multi-­‐generational  learning  (Reading  buddies,  Roots  of  Empathy,  and  project  with  QA  Manor   residents).  

Queen  Anne  Elementary,  Creative  Approach  Proposal  

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