www.cwcschools.

org




CWCNY2 Letter of Intent Community Outreach Evidence
Documentation describing how the community (CSD 14) was informed of the proposed school
(CWCNY2) in a timely fashion:
The documentation outlined below illustrates some of the ways in which Citizens of the World Charter
Schools (CWCS) has informed the community of our two proposed schools (CWCNY1 and CWCNY2) in
Community School District 14. Following initial conversations with community stakeholders during the
spring and summer of 2011, CWCS leadership met with key stakeholders in New York in November
2011, engaging in detailed discussion regarding the mission and vision of our network of schools.
Positive feedback from these meetings led to more specific engagement with the community and
parents in CSD 14, described below, during which CWCS outlined the specific proposals to apply to SUNY
to open two schools in the community. We have not only described the basic structure of our two
proposed schools, as requested in the 2012 SUNY RFP, but have also engaged parents in an ongoing
discussion regarding the framework and specifics of our eventual full applications for both schools
(CWCNY1 and CWCNY2). CWCS believes the outreach performed to date is only the beginning of our
efforts to fully collaborate with the local community, and we expect to incorporate the feedback we
have received to date (including suggestions for additional community organizations to reach out to and
means to improve our external materials) into future communication.
At each step of the outreach described below, and on the materials provided to parents, some of which
were provided in both English and Spanish, CWCS has clearly stated that we encourage community
members to submit feedback on the two proposed schools, in addition to providing them with the
means to do so. In addition to the documentation below, CWCS materials, along with notices of the
January information sessions, were shared by local parent blog authors on local discussion forums, and
posted in apartment buildings, including those offering mixed and low-income housing, to further
inform the community. We know that these buildings are only one source of reaching our goals for
socio-economic diversity and, based on our learnings to date, have identified additional strategies to
conduct targeted outreach to low-income families in the weeks ahead.
 November 1 - 4, 2011: CWCS leadership team (Kriste Dragon, Krupa Desai, Gene Straub, Hillary
Johnson) meets with key stakeholders, including community organizations and parents in CSD
14, the New York City and New York State Departments of Education, and the State University of
New York Charter Schools Institute.
Evidence provided:
o Page 1 (see numbers in upper right corner of page): Agenda for the trip.
o Page 2: Parent Email Informing other community members of November 2
meeting.
o Page 3: Screen shot of November 2
nd
parent meeting’s RSVP webpage.

 December 2011: Creation of CWCS New York webpage, outlining our proposal to open two
schools in CSD 14, and encouraging parents to complete an online survey (embedded on the








www.cwcschools.org
webpage) regarding their educational preferences. The webpage address,
www.cwcschools.org/newyork.html has been included in all subsequent outreach materials,
along with clear directions encouraging the community to submit feedback.
Evidence provided:
o Pages 4 - 6: Screen shot of webpage.

 December 19, 2011: CWCS holds video conference with New York community members. During
the video conference, CWCS staff establishes timeline for January 2012 in person meetings at
CSD 14 locations.
Evidence provided:
o Page 7: Parent sign-in documentation completed at Brooklyn location (parent
email addresses redacted).
o Pages 8 - 9: Meeting materials shared with parents. These materials clearly
describe the key details of our two proposed schools, and encourage feedback
from recipients.
o Pages 10 - 11: Meeting materials Spanish version.

 January 8 - 13, 2012: CWCS leadership (Kriste Dragon, Krupa Desai, Gene Straub) meet with key
stakeholders, community organizations and parents in CSD 14, including local charter schools
and pre-schools.
Evidence provided:
o Page 12: Agenda for the trip.

 January 8, 2012: CWCS holds a parent information meeting in CSD 14 (Brooklyn).
Evidence provided:
o Page 13: Copy of invitation sent out prior to meeting requesting attendees to
RSVP and providing guidelines for comment should community members not be
able to attend.
o Page 14: Screen shot of meeting’s RSVP webpage.
o Pages 15 - 17: Parent sign-in documentation completed at Brooklyn meeting
location (parent email addresses redacted).

 January 12, 2012: CWCS holds two parent information meetings in CSD 14 (Brooklyn).
Evidence provided:
o Page 18: Copy of invitation sent out prior to meeting requesting attendees to
RSVP and providing guidelines for comment should community members not be
able to attend.
o Page 19: Screen shot of first meeting’s RSVP webpage.
o Page 20 - 21: Parent sign-in documentation completed at Brooklyn meeting
location (parent email addresses redacted).
o Page 22: Copy of invitation sent out prior to second meeting requesting
attendees to RSVP and providing guidelines for comment should community
members not be able to attend.
o Page 23: Screen shot of second meeting’s RSVP webpage.
o Pages 24 - 26: Parent sign-in documentation completed at Brooklyn meeting
location (parent email addresses redacted).









www.cwcschools.org
 January 2012: CWCS sends letters and informational materials on our two proposed schools to
local organizations in CSD 14.
Evidence provided:
o Page 27: Copy of form letter sent.
o Page 28: List of organizations to whom the letter was sent.
o Pages 29 - 30: Materials included in mail package (in addition to the
informational materials on pages 7-10 of this document).

CWCS Trip to New York, November 1 - 4 2011


Wednesday, November 2
nd

Meeting with New York State Education Department : 9am - 10:30am (EST)
Participants:
o Cliff Chuang, Director, Charter School Office, New York State Education Department
o Susan Megna, New Schools
CWCS New York Parent Meeting: 7:30pm - 8:30pm (EST)
Participants:
o Community parents / (Tapestry Project - community organization)

Thursday, November 3
rd


New York City Charter School Center: 9:00am - 10:30am (EST)
Participants:
o James Merriman, CEO
o David Golovner, VP of Policy & Advocacy
o Niomi Plotkin, Director of Leadership & New School Development
o Elena Day, Director of School Support

New York City Department of Education: 11:00am - 12:30pm (EST)
Participants:
o Jaclyn Smith, Chief of Staff, Division of Portfolio Planning
o Recy Benjamin Dunn, Executive Director, Office of Charter Schools

Friday, November 4
th


State University of New York (SUNY) Charter School Institute: 8:00am - 9:30am (EST)
Participants:
o Jason Sarsfield, Director of School Applications
Page 1

Parent Email Informing Community of November 2, 2011

CWCS Meeting






Page 2
Screen Shot November 2
nd
Meeting RSVP Webpage



Page 3

CWCS New York Website Screen Shots (3 pages)











Page 4













Page 5





Page 6
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Citizens of the World Charter Schools New York is seeking approval for two new elementary charter
schools to open in fall 2013 through the SUNY (State University of New York) authorizer.
Applications will be submitted in Spring 2012 to the SUNY Trustees to open each school.
OUR MISSION
The mission of Citizens of the World Charter Schools New York is to provide a socio-economically,
culturally, and racially diverse community of students in Community School Districts 13 and 14, with
an intellectually challenging, experiential learning environment that develops each individual
student’s confidence, potential, and individual responsibility as citizens of the world in which we
live.
INTENDED LOCATION
The intended location for each school is below:
- Community School District #14 for Citizens of the World Charter School NY 1
- Community School District #13 or #14 for Citizens of the World Charter School NY 2
TARGET POPULATION
Students within the Community School District of each school (CSD 13 or CSD 14) will be our target
population. However, any student eligible to attend a public school in New York State will be
eligible to apply should each school be approved by SUNY.
PROPOSED GRADES & ENROLLMENT
Each school will open grades K-1, and will grow to K-5 after five years of operation, with a maximum
80 students per grade at each site. Additionally, class sizes will range from 20-24 students per
classroom. After the first five years of operation, each school will have up to 480 students enrolled
(see table below for an individual school):
Grade Level 2013-14 2014-15 2015-16 2016-17 2017-18
K 80 80 80 80 80
1 80 80 80 80 80
2 80 80 80 80
3 80 80 80
4 80 80
5 80
TOTAL 160 240 320 400 480

Note: Target enrollment per grade is between 60 - 80 students
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DESCRIPTION OF ACADEMIC PROGRAM
Our schools will embrace a rigorous, highly student-centered, constructivist, project-based
approach to teaching and learning. To do so, we take the time to get to know each child, through
student work that reveals both their thinking and interests as well analysis of their performance on
assessments. We structure learning to build on the knowledge each student exhibits and support
them in refining their understanding as they work towards mastery. Our students will engage in
learning processes that develop conceptual understanding and self-knowledge alongside content
knowledge.

In classes of approximately 20 students, we encourage the use of varied and innovative teaching
methods. We provide opportunities for students to learn academic skills and knowledge while
working among a highly diverse group of peers. By building interactive, dynamic classrooms in
which critical thinking, creativity and community-building thrive alongside standards and academic
benchmarks, students can build the skills they need to participate thoughtfully and effectively in our
democracy.

We are committed to providing enriching and meaningful experiences in the arts to all students.
The arts are another means with which to facilitate student mastery of core academic standards. In
addition to offering weekly, dedicated arts and music classes as our budget allows, music and visual
arts will, at a minimum, be integrated into core classroom instruction continually as they relate to
core academic skills development and our project-based learning.

We will monitor student progress over the course of the school year through teacher observations
of student work, formal and informal assessments, and student-created projects, in addition to
state standardized examinations. Using the results to adjust and improve instruction, we will ensure
that each student meets and exceeds state performance standards while developing a true lifelong
passion for learning.
SUBMITTING FEEDBACK ON OUR TWO PROPOSED SCHOOLS
CWCS New York is committed to involving the community in the ongoing development of our
proposals. We encourage interested parents and community members to visit our website at
http://www.cwcschools.org/newyork.html, where you will have an opportunity to submit
comments on our proposals. Alternatively, we encourage you to contact us directly by email at
info@cwcschools.org.

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Citizens of the World Charter Schools New York está en busca de la aprobación de dos nuevas
escuelas primarias para que sean inauguradas en el otoño de 2013, a través de la autorización
de SUNY (State University of New York). Las solicitudes para abrir cada una de las escuelas se
entregarán a los administradores de SUNY en la primavera de 2012.
NUESTRA MISIÓN
La misión de Citizens of the World Charter Schools New York es ofrecer a los estudiantes de los
Distritos Escolares Comunitarios 13 y 14, que provienen de diferentes grupos socioeconómicos,
culturales y raciales, un ambiente de aprendizaje que presente retos intelectuales y permita
desarrollar la confianza de cada uno de los estudiantes, así como su potencial y su
responsabilidad individual como ciudadanos del mundo en el cual vivimos.
UBICACIÓN PREVISTA
La ubicación prevista para cada escuela es la siguiente:
- Distrito Escolar Comunitario #14 para la Escuela Chárter Citizens of the World NY #1
- Distrito Escolar Comunitario #13 o #14 para la Escuela Chárter Citizens of the World NY
#2
POBLACIÓN OBJETIVO
Nuestra población objetivo serán los estudiantes dentro del Distrito Escolar Comunitario de
cada escuela (CSD 13 ó CSD 14). Sin embargo, cualquier estudiante que sea elegible para asistir
a una escuela pública en el estado de Nueva York será elegible para solicitar admisión en cada
escuela aprobada por SUNY.
GRADOS PROPUESTOS E INSCRIPCIÓN
Cada escuela abrirá con los grados Kinder y 1 y crecerá del Kinder al 5 después de cinco años de
operación con un máximo de 80 estudiantes por grado en cada escuela. Adicionalmente, los
tamaños de las clases serán de 20 a 24 estudiantes por aula. Después de cinco años de
operaciones, cada escuela tendrá hasta 480 alumnos inscritos.
DESCRIPCIÓN DEL PROGRAMA ACADÉMICO
Nuestras escuelas cuentan con un enfoque de enseñanza y aprendizaje riguroso, altamente
centrado en el estudiante y constructivo. Para alcanzar nuestro propósito, nos tomamos el
Page 10

www.cwcschools.org

tiempo para conocer a cada niño, a través del trabajo estudiantil que revela tanto su
pensamiento como sus intereses y también analizamos su desempeño mediante evaluaciones.
Estructuramos el aprendizaje sobre la base de los conocimientos que ya tienen los estudiantes y
los apoyamos para que refinen su entendimiento mientras trabajan hasta dominar lo que
aprenden. Nuestros estudiantes se comprometerán en procesos de aprendizaje que desarrollan
el entendimiento conceptual y el auto-conocimiento, junto con el contenido del conocimiento.

En clases de aproximadamente 20 estudiantes, alentamos el uso de métodos de enseñanza
variados e innovadores. Ofrecemos oportunidades para que los estudiantes aprendan
habilidades académicas y adquieran conocimientos mientras trabajan en un grupo altamente
diverso de estudiantes. Mediante el desarrollo de salones de clase interactivos y dinámicos,
caracterizados por el pensamiento crítico, la creatividad y el deseo de construir una comunidad
y de cumplir con estándares y puntos de referencia académicos, los estudiantes pueden
desarrollar las habilidades que necesitan para participar de manera seria y efectiva en nuestra
democracia.

Estamos comprometidos a ofrecer experiencias enriquecedoras y significativas en el campo de
las artes a todos los estudiantes. El arte es otro medio que facilita al estudiante el dominio de
los estándares académicos más importantes. Además de ofrecer clases de arte y música
semanales en la medida que nuestro presupuesto lo permita, la música y las artes visuales,
como mínimo, se integrarán a la instrucción central del aula de manera continua debido a que
se relacionan con el desarrollo de habilidades académicas centrales y con nuestro proyecto de
aprendizaje.

Seguiremos el progreso de los estudiantes en el curso del año a través de las observaciones de
los maestros sobre el trabajo. estudiantil, evaluaciones formales e informales y proyectos
creados por el estudiante, además de los exámenes estandarizados del estado. Al utilizar los
resultados para ajustar y mejorar la instrucción, nos aseguraremos de que cada estudiante
cumpla y exceda los estándares de desempeño marcados por el estado al tiempo que desarrolla
una pasión por el aprendizaje para toda la vida.
ENVÍO DE COMENTARIOS SOBRE NUESTRAS DOS PROPUESTAS DE ESCUELAS
CWCS New York está comprometida a involucrar a la comunidad en el desarrollo de nuestras
propuestas. Alentamos a los padres interesados y a los miembros de la comunidad a visitar
nuestro sitio en http://www.cwcschools.org/newyork.html, donde tendrán la oportunidad de
enviar sus comentarios sobre nuestras propuestas. También los exhortamos a que nos
contacten directamente a través de e-mail a la siguiente dirección: info@cwcschools.org.

Page 11
CWCS Trip to New York, January 8 - 13 2012

Sunday, January 8
th

CWCS New York Parent Meeting: 1:00pm (EST)
Participants:
o Community parents / (Tapestry Project - community organization)

Monday, January 9
th


Meeting with New York City Charter School Center Staff: Noon (EST)
Participants:
o James Merriman, Chief Executive Officer
o David Golovner, Vice President of Policy and Advocacy

Thursday, January 12
th


Two CWCS New York Parent Meetings: 1:30pm & 7:30pm (EST)
Participants:
o Community parents / (Tapestry Project - community organization)

Meeting with Beginning With Children Foundation Staff: 10:00am (EST)
Participants:
o George Flowers, Executive Director

Friday, January 13
th


Meeting with New York City Department of Education Staff : 4:00pm (EST)
Participants:
o Recy Benjamin-Dunn, Executive Director, Office of Charter Schools
o Marc Sternberg, Deputy Chancellor, Division of Portfolio Planning
o Jaclyn Smith, Chief of Staff, Division of Portfolio Planning


Page 12


**CWCS NY / TAPESTRY PARENT INFORMATION
MEETING**

Citizens of the World Charter Schools New York is seeking approval for two new elementary charter schools
to open in Fall 2013 through the SUNY (State University of New York) authorizer. Applications will be
submitted in Spring 2012 to the SUNY Trustees to open each school.

Mission: The mission of Citizens of the World Charter Schools New York is to provide a socio-economically,
culturally, and racially diverse community of students in Community School Districts (CSDs) 13 and 14, with an
intellectually challenging, experiential learning environment that develops each individual student’s
confidence, potential, and individual responsibility as citizens of the world in which we live.
INFORMATION ON THE PROPOSED SCHOOLS
 Enrollment of up to 80 students per grade, K-1 in year one (2013) expanding to K-5 in year 5.
 Small class size of 20-24 students.
 Interactive, project-based learning and dynamic classroom environments
 Instruction tailored to meet each student’s needs
 Music and arts integrated into a standards-based curriculum
 Exceptional teachers and school leaders

PARENT MEETING DETAILS

 DATE/TIME: Sunday, January 8, 2012 at 1:00 pm
 LOCATION: Schaefer Landing Building Lounge
446 Kent Avenue, Brooklyn
 RVSP: http://tapestry7.eventbrite.com/

 Note: If you are unable to attend the meeting, we encourage you to submit feedback on our proposed
schools to info@cwcschools.org. Additional information at http://cwcschools.org/newyork.html
Page 13
Screen Shot of January 8
th
Meeting RSVP Webpage


Page 14
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Page 17


**CWCS NY / TAPESTRY PARENT INFORMATION
MEETING**

Citizens of the World Charter Schools New York is seeking approval for two new elementary charter schools
to open in fall 2013 through the SUNY (State University of New York) authorizer. Applications will be
submitted in Spring 2012 to the SUNY Trustees to open each school.

Mission: The mission of Citizens of the World Charter Schools New York is to provide a socio-economically,
culturally, and racially diverse community of students in Community School Districts (CSDs) 13 and 14, with an
intellectually challenging, experiential learning environment that develops each individual student’s
confidence, potential, and individual responsibility as citizens of the world in which we live.
INFORMATION ON THE PROPOSED SCHOOLS
 Enrollment of up to 80 students per grade, K-1 in year one (2013) expanding to K-5 in year 5.
 Small class size of 20-24 students.
 Interactive, project-based learning and dynamic classroom environments
 Instruction tailored to meet each student’s needs
 Music and arts integrated into a standards-based curriculum
 Exceptional teachers and school leaders

PARENT MEETING DETAILS

 DATE/TIME: Thursday, January 12, 2012 at 1:30pm
 LOCATION: GoodYoga 73 Calyer St (between West St & Franklin St) Brooklyn, NY 11222

 RSVP: http://tapestry8.eventbrite.com

 Note: If you are unable to attend the meeting, we encourage you to submit feedback on our proposed
schools to info@cwcschools.org. Additional information at http://cwcschools.org/newyork.html
Page 18
Screen Shot of January 12
th
1:30pm Meeting RSVP Webpage



Page 19
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Page 21


**CWCS NY / TAPESTRY PARENT INFORMATION
MEETING**

Citizens of the World Charter Schools New York is seeking approval for two new elementary charter schools
to open in fall 2013 through the SUNY (State University of New York) authorizer. Applications will be
submitted in Spring 2012 to the SUNY Trustees to open each school.

Mission: The mission of Citizens of the World Charter Schools New York is to provide a socio-economically,
culturally, and racially diverse community of students in Community School Districts (CSDs) 13 and 14, with an
intellectually challenging, experiential learning environment that develops each individual student’s
confidence, potential, and individual responsibility as citizens of the world in which we live.
INFORMATION ON THE PROPOSED SCHOOLS
 Enrollment of up to 80 students per grade, K-1 in year one (2013) expanding to K-5 in year 5.
 Small class size of 20-24 students.
 Interactive, project-based learning and dynamic classroom environments
 Instruction tailored to meet each student’s needs
 Music and arts integrated into a standards-based curriculum
 Exceptional teachers and school leaders

PARENT MEETING DETAILS

 DATE/TIME: Thursday, January 12, 2012 at 7:30pm
 LOCATION: Common Room
1 Northside Pier, Brooklyn 11211
 RSVP: http://tapestry8.eventbrite.com

 Note: If you are unable to attend the meeting, we encourage you to submit feedback on our proposed
schools to info@cwcschools.org. Additional information at http://cwcschools.org/newyork.html
Page 22

Screen Shot of January 12
th
7:30pm Meeting RSVP Webpage



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List of Community Organization Receiving CWCS Letter

Padre Kennedy Head Start
288 Berry Street
Brooklyn, NY 11211
(718) 387-3679


Williamsburg Neighborhood Nursery School
288 Berry Street
Brooklyn, NY 11211
(718) 782-4181












GREENPOINT YMCA
99 Meserole Avenue
Brooklyn, NY 11222
(718) 349 -2146






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A 1?ÞlCAL uA? A1 A Cl1lZLnS Cl 1PL WC8Lu CPA81L8 SCPCCL
As vlslLors walk Lhe halls of our schools, Lhey wlll hear sounds LhaL are as dlverse as our sLudenLs Lhemselves. Cur
program ls deslgned Lo meeL Lhe needs of all sLudenLs and our communlLy ls purposefully planned Lo supporL sLudenL
learnlng. 1hose used Lo a quleL, orderly classroom of chlldren slLLlng ln rows of desks, all looklng aL Lhe same page ln a
LexLbook, may aL flrsL be sLarLled by Lhe level of acLlvlLy aL a ClLlzens of Lhe World (CWC) school. SLudenLs of all ages
wlll be engaged ln anlmaLed debaLe and dlscusslon abouL group pro[ecLs, sclence experlmenLs, and maLhemaLlcal
equaLlons - worklng aL lndlvldual desks, round Lables, and even on Lhe carpeLed floor. AL CWC, many dlfferenL seaLlng
opLlons allows for all sLudenLs Lo selecL a work space besL sulLed Lo Lhelr needs.

SLudenLs wlll be engaged ln uslng manlpulaLlves Lo solve maLh problems, creaLlng models and dloramas, and charLlng
resulLs from Lhelr LesLs of hypoLheses. SLudenL muslclans, slngers, dancers, arLlsLs, wrlLers, and acLors wlll be heard
creaLlng, pracLlclng, performlng, readlng aloud, and crlLlqulng. All of Lhese serve as processes for learnlng and a
means Lo demonsLraLe Lhelr undersLandlng of Lhe arLs and core academlc conLenL. SLudenLs wlll be engaged wlLh
educaLlonal sofLware on classroom compuLers, or researchlng on Lhe lnLerneL and Laklng noLes. 1here also wlll be
quleL Llmes, when only hushed Lones are heard as a class full of sLudenLs and Leachers read, wrlLe and reflecL,
lndlvldually or ln small groups.

As sLudenLs engage ln acLlve learnlng and make Lhe currlculum Lhelr own ln Lhelr [ourney Lo masLerlng Lhe Common
Core and sLaLe sLandards, Leachers formally and lnformally assess Lhelr progress. 1he lnslghLs gleaned from LhaL
assessmenL lnform boLh modesL changes ln lnsLrucLlon (such as supplemenLal small group lessons) Lo more
subsLanLlve changes (such as reorderlng unlLs, or purchaslng addlLlonal currlcular maLerlals), as needed. SLudenLs wlll
learn conLenL and skllls Lhrough a varleLy of meLhodologles Lo ensure LhaL each sLudenL's LalenLs are leveraged and
challenges are addressed. Class sLrucLure wlll vary from whole class dlrecL lnsLrucLlon Lo lndlvldual pursulLs, Lo small
group collaboraLlon and lnsLrucLlon (lncludlng comblnlng groups among dlfferenL classrooms, based on sklll level), and
any oLher permuLaLlon LhaL flLs Lhe lnLellecLual exploraLlon aL hand.

1hls vlrLual Lour of Lhe school reveals a myrlad of approaches and sLrucLures aL play. 8ased on Lhelr reflecLlve analysls
of sLudenL behavlors, classroom dynamlcs, and learnlng ouLcomes, Leachers draw on Lhelr rlch reperLolre of
lnsLrucLlonal sLraLegles Lo meeL Lhe lndlvldual needs of Lhelr sLudenLs.

ln a !"#$% &#'() classroom, many learnlng acLlvlLles are happenlng slmulLaneously-and each one focused on ensurlng
LhaL Lhe sLudenLs are prepared Lo meeL Lhe Common Core SLaLe SLandards (CCSS). Some sLudenLs read self-selecLed
sLorles aL Lhelr own readlng levels ln Lhe book nook. AL Lhe same Llme, a small group of sLudenLs work wlLh a Leachlng
asslsLanL Lo revlew sLraLegles for flgurlng ouL Lrlcky words before Lhey sLarL Lhelr lndependenL readlng as Lhey sLrlve Lo
masLer Lhe performance lndlcaLor: ºknow and apply grade level phonlcs and word analysls skllls ln decodlng words."
As she flnlshes wlLh LhaL small group, Lhe asslsLanL calls a second group of Lhree emergenL readers who are Lngllsh
language learners. She leads Lhem ln readlng a rhymlng paLLern book and focuslng on phoneLlc awareness and
vocabulary developmenL. ln a clrcle on Lhe carpeL, Lhe Leacher conducLs a gulded-readlng lesson, modellng how
expresslve, fluenL, oral readlng promoLes comprehenslon and en[oymenL -- or ln kld language, !"#$%&' )%*" +,-.!"
/#)*%&' 0#*"1 /2" 1/,!+ 0,!" 3-& /, !"#$ #&$ "#1%"! /, -&$"!1/#&$4 Whlle on Lhe surface Lhe purpose may appear Lo
be Lo havlng a good Llme, Lhe Leacher knows LhaL she ls drlvlng Lowards Lhe performance lndlcaLor: º8ead wlLh
sufflclenL accuracy and fluency Lo supporL comprehenslon."
Page 29
www.cwcschools.org

AfLer spendlng a few momenLs ln several classrooms, lL becomes clear LhaL classroom spaces are seL up Lo faclllLaLe
sLudenL access Lo resources, lncludlng supplles, a word wall, sample LexLs and Lhelr own folders of pasL work. SLudenL-
creaLed resource maLerlals are dlsplayed LhroughouL Lhe classroom and chlldren are encouraged Lo move LhroughouL
Lhe room purposefully Lo access maLerlals as needed. SLudenLs are LaughL how Lo flnd answers wlLhouL always Lurnlng
Lo an adulL for supporL. 1he Leacher alLernaLes roles LhroughouL Lhe day, someLlmes dellverlng lnsLrucLlon and
frequenLly faclllLaLlng lndependenL learnlng acLlvlLles for lndlvldual and small groups of chlldren. Whlle much of Lhls ls
vlslble Lo an observer, whaL may noL be as apparenL Lo a vlslLor are Lhe sLandards LhaL drlve every aspecL lnsLrucLlon
across Lhe school.

ln a %*"#( &#'() classroom, sLudenLs flnlsh worklng lndependenLly and ln palrs Lo compleLe Lhe days' 56"!+$#+
7#/2"0#/%81 MaLh Challenge ln Lhelr [ournals. 1hen Lhree palrs of sLudenL share ouL Lo Lhe class Lhe sLeps ln Lhelr
dlfferenL approaches Lo Lhe geLLlng a soluLlon. 1he Leacher presenLs a 13-mlnuLe lesson on a Lhlrd posslble algorlLhm
for solvlng 2-dlglL mulLlpllcaLlon problems. 1hen sLudenLs dlvlde lnLo Lhelr maLh groups. Cne group works on Lhelr
ongolng sLaLlsLlcs pro[ecL, graphlng Lhe resulLs of Lhelr sLudenL poll and preparlng an analysls of Lhe daLa. Cne group
works wlLh Lhe Leacher on a comparlson of Lhe Lhree mulLlpllcaLlon algorlLhms and Laklng a flrsL sLep Loward
ldenLlfylng Lhe one LhaL makes mosL sense Lo Lhem as an lndlvldual learner. 1he oLher group uses Lhe compuLers Lo
access Lhe onllne maLh pracLlce and revlew maLerlals Lo supporL and relnforce slngle-dlglL mulLlpllcaLlon facLs.

As one walks Lhe hallways and drops lnLo classrooms, lL ls noLable LhaL rlgorous learnlng acLlvlLles and sLudenL
engagemenL are apparenL ln all aspecLs of Lhe lnsLrucLlonal program. 1eachers ask sLudenLs Lo provlde evldence for
Lhelr reasonlng. Chlldren collaboraLe ln small groups Lo work Lhelr way Lhrough Lhe challenges presenLed by Lhe
Leacher. CuesLlons can be heard as Lhey challenge each oLher Lo supporL Lhelr Lhlnklng and well-arLlculaLed
sLaLemenLs soon follow as sLudenLs work Lo reflne Lhelr argumenLs.

As Lhe Lour LranslLlons Lo Lhe upper grades, vlslLs Lo Lhe classrooms have a slmllar feel, buL learnlng acLlvlLles are
ad[usLed Lo reflecL sLudenL lndependence. ln a !"!%* &#'() class, a brlef, whole-group lesson on lncorporaLlng volce
lnLo memolrs comes Lo a close and sLudenLs move lnLo wrlLlng groups. Lach sLudenL opens hls or her personal wrlLlng
folder Lo selecL a work-ln-progress Lo share for peer response. Chlldren read Lhelr work aloud as Lhelr parLners
acLlvely llsLen, faclal expresslons of mlrLh, amusemenL, worry, confuslon, or empaLhy reveallng Lhelr reacLlons Lo Lhe
sLory belng shared. Cn Lhe second read, Lhe wrlLlng parLners [oL down suggesLlons for Lhelr classmaLes based on Lhe
whole group wrlLlng lesson and ofLen reference publlshed memolrs LhaL Lhe class has read for lnsplraLlon. Lvery plece
shared ln Lhe wrlLlng groups offers a gllmpse of each sLudenL's llfe, offerlng an auLhenLlc way for sharlng personal
sLorles, culLures, and learnlng processes. 1he Leacher roLaLes Lhrough Lo each group recordlng commenLs for lnformal
assessmenL and noLlng good examples. AL Lhelr own pace, Lhe parLnershlps spllL up and sLudenLs reLurn Lo Lhelr own
desks Lo conLlnue Lhelr revlse Lhelr wrlLlng pleces. As Lhe lesson closes, she asks a few sLudenLs Lo share whaL Lhey
learned and hlghllghLs how oLher sLudenLs could beneflL from Lrylng slmllar Lechnlques when Lhey reLurn Lo Lhelr
memolrs Lhe nexL day. 1hese reflecLlons enable sLudenLs Lo conslder Lhe learnlng sLraLegles of Lhelr peers, Lhereby
developlng Lhelr own meLacognlLlve skllls.
1he faculLy and sLaff aL ClLlzens of Lhe World wlll conslsLenLly creaLe and fosLer a school culLure of [oy, exclLemenL, and
celebraLlon ln learnlng and Lhe work belng done wlLhln and beyond school walls by our sLudenLs. 1he Þrlnclpal wlll
greeL each chlld by name, and be warmly embraced by sLudenLs who are eager Lo reporL on a recenL accompllshmenL.
ÞarenLs wlll be a common presence ln our school, as enLhuslasLlc supporLers of sLudenL performances and
demonsLraLlons, volunLeers ln Lhe classrooms, school offlce, lunch area and llbrary, [olnlng sLudenLs ln servlce-learnlng
acLlvlLles, and servlng as Lrue ºboosLers" of our operaLlon. 1hls collaboraLlve efforL wlll ensure LhaL sLudenLs feel
enLhuslasLlc abouL Lhelr school experlence, supporLlve of Lhelr classmaLes, and supporLed by Lhelr Leachers and
parenLs ln Lhelr learnlng and developmenL.
Page 30

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