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Living in the world of curriculum, instruction and assessment, we can make these connections, but it is more than just telling, but helping teachers and schools to see the connections and determine these on their own. We need to help teachers to be able to internalize and define these connections themselves.

As an elementary team, we have been working to align our messaging and language to ensure that teachers see the similarities and how strong the connections are across the elementary day.

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Cross-content collaboration

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It's more of the vision supporting OUR work of providing access and opportunity for all of our students.

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Our team facilitated the STA process to select an HQIM that provides high-quality Tier curriculum to our district.

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The more opportunities to collaborate, the more likely we are to share a cohesive message across audiences.

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Continue to embed the work of equity into literacy

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We also believe that being literate is a right for ALL children and that ALL children should have the opportunity to engage in high quality instruction, across the entire school day. We share the opportunity to engage children in knowledge building content and make relevant connections to their world that provide structures for building lifelong critical thinking skills.

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Immersing students in shared diverse experiences via the problems and tasks they solve in in class. Reveal is text print heavy which can allow students to practice the skills they learn in literacy as they experience math tasks.

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ELD is committed to supporting asset-based linguistic, academic, and socio-emotional support ELS. We support the literacy vision by ensuring there are supports for these students as they are building foundational literacy skills and access to the breadth of knowledge being taught.

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The EC office's 3 and 4-year-old prekindergarten programs utilize a curriculum that integrates reading, writing, listening, and speaking activities throughout the school day. The Judy Center complements this by working with families to emphasize the importance of home literacy, offering parent education, and providing resources like high-quality literature.

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Our shared vision, language and values are vital to provide our educators with the tools/strategies needed to ensure that every child has access to high quality instruction across their entire school day.

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The ALPs office is in agreement with this statement! The ALPs office helps to empower educators and parents to provide meaningful support for limitless student growth through challenging and engaging instruction!

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Providing grade level standards and resources for all students

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Our Language Studio ELD curriculum is also Tier 1 instruction and is a companion curriculum to CKLA. ERIL and our office work closely together.

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We meet with ERIL as a partnership to meet the needs of all students.

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Our schools are required to build plans on 4 components- comprehensive needs assessment, schoolwide reform strategies developed with stakeholder input, evidence-based activities to improve student achievement on academic standards and the coordination and integration of federal, state and local programs. We too commit to evidence-based strategies with a focus on some of our most at risk students and student groups within schools of high poverty

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Overlap in structure of documents, (i.e. collaborative planning tool, internalization documents. Overlap in topics such as feedback, planning, discourse, use of vocabulary. Support for admin, teachers, and teacher leaders.

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AACPS's 3-PK and 4-PK programs focus on developing the skills and strategies necessary for students to succeed in kindergarten. I would love to look at Kindergarten assessment information through the lens of 3PK and 4PK enrollment.

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Regularly meeting to provide updates between our departments, attending meetings together to look at new ideas from all lenses, presenting together to show overlap and connections.

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Our department's mission is to ensure that SWD have access to high-quality specially designed instruction and resources in order to prepare them to be college, career, and community ready. This includes ensuring access to Tier 1 literacy curriculum and providing a continuum of services and interventions to address literacy needs.

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Embodiment of the culturally responsive, real world application of science and social studies.

From the lens of special education do a lot of discussing and thinking of how we can ensure we equip our students with the life skills to be future ready.

ERIL - so many explicit connections to our curriculum in the portrait of a graduate and making our students ready by expanding their knowledge and providing them strong literacy skills.

Early Childhood - lay the foundation for all skills.

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In social studies we have been working to update our Kindergarten curriculum to enhance the content in order to build critical thinkers and curious learners!

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Breakout Room 3

Critical thinkers (ELD/ERIL) - using text evidence as basis for answers in conversations to boost oral language

Empathetic Community Member (Equity) - focus on importance of learning about one another and ourselves to be more empathetic

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Seeing more opportunities for students to engage with learning through collaboration as curious and critical thinkers. This is through the growth of teacher capacity.

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Breakout Room 3

More effective collaboration - purposeful, effective, engaging, modeled for each specific content area, scaffolded to allow for all students to participate

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We promote builing curious learners through the strategies that are embedded in our math resources.

Critical thinking skills though exploration of multiple perspectives though literature and research.

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Expectations in having a common understanding of language and vocabulary so everyone is on the same page.

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When discussing curriculum projects, make the connection to this list of attributes and ask participants to determine which apply to this project. For instance - grade 3 SS Q4 environmental action project.

Same idea would work across other contents!

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Breakout Room 3

Future Ready - how are we preparing elementary students to reach rigorous expectations, communicate, collaborate, and be a meaningful member of society in upper grades and to live independently beyond high school

Allow students opportunities to productively struggle before providing scaffolds for all students

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Future ready-

*infusing common language such as flexible planning, skillfull communication as an effector collaborator (verbally and in written form), to help prepare students with their transition from school to a productive empathic citizen. Strategies embedded within curriculum to promote critical thinking.

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Effectively collaborate within and among offices to ensure seamless connections and highlight differences.

Identify appropriate scaffolds that lead to independence with Portrait of a Graduate characteristics.

Economy of practices and language to align our communication

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Future Ready - explore opportunities, breadth of knowledge

Effective Collaborator - explore opportunities, collaborative groupings, breadth of knowledge

Critical Thinker - inquiry, explore opportunities, breadth of knowledge

Curious Learner - inquiry, explore opportunities, breadth of knowledge

Empathetic Community Member - explore opportunities, breadth of knowledge

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Opportunities for immediate hands-on application

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Consistent messaging and language

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Expectations for strategic Turn and Talk

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Expectations for strategic Turn and Talk

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Collaborating with administration to support actions steps, develop a plan, establish base line data, participate in walkthroughs, supporting teacher leaders, coaching cycles...

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Helping teachers understand their role with practical, concrete examples

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Using the portrait of a graduate components as themes to connect with PD across content areas.

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Clear connections

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Internalization and classroom walkthrough documents with aligned language and expectations

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Thinking about a monthly focus starting with empathetic community member and moving up the column on the website

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explicit connections between Portrait of a Graduate and content office vision statements - How does the vision support, drive and deliver on our Strategic Plan?

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Thinking about having a monthly focus starting with empathetic community member and moving up the column on the website

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Collaborative planning aligned to SIP action steps and responsive to student data

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Opportunity to get all new teachers to understand the Strategic Plan and Portrait of a Graduate at the onset of their career with AACPS

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Cross-office partnership will create a communication plan

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Cross-office partnership will create a communication plan

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collaborative language across offices

define role of various departments at central office

explicitly share how central office is intentionally partnering to achieve cohesion

lean into transparency about services provided at the onset of the conversation

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Be intentional about leading with the data behind why the cross-office partnerships are strengthening cohesive supports (share with schools when messaging for cohesion)

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Be intentional about leading with the data behind why the cross-office partnerships are strengthening cohesive supports (share with schools when messaging for cohesion)

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Framing the developmental stages in elementary years, particularly PK-2, as an opportunity/asset in that all children are in cognitive stages for learning language. Not limited to English learners or multilingual students. ALL students are acquiring language during these years