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Sowing Seeds Elementary School (Kindergarten - 5)

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Sowing Seeds Elementary School (Kindergarten - 5)

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This school name, 'Sowing Seeds,' illustrates each student's innate learning potential. A seed is meant to grow in the right conditions, and students learn best in an environment that is responsive to their needs.

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8:30: Start Time, recommended by the American Academy of Pediatrics

*Allow 10 minutes for buses to arrive

*Allow 5 minutes for transition time

8:45: Optional Classroom Breakfast

Report to the assigned classroom for optional breakfast. Student belongings should be placed in their wooden cubby.

9:15- 9:30: Circle Time( K-3) or Morning Meeting (4-5) on rug

Go over the visual schedule, day of the week, and weather. SMART Board/Projection with engaging animations can assist with the presentation.

A laminated copy of the visual schedule can be provided to learners upon request.

Incorporate one movement activity to transition into storytime.

Students should stay on the rug or go outside with the teacher if the weather permits for the following activity.

9:30 - 10:00: Story Time and Turn & Talk Discussions

10:00: Employ a transition that corresponds to the literature read. For example, "As we make our way to our seats/inside, show our friends your best kangaroo hop!"

10:00 - 10:40: Science

Discuss science topics and respect for the natural world. Examples: tend to or collect vegetables/herbs from the community garden. Have students identify animals that they are learning about within their unit.

10:40 - 11:10: Mathematics Whole-Class Lesson with manipulatives (e.g., blocks, abacus, paper clock, play money/coins).

Small support groups of 4 students rotate to the back of the class to work directly with the teacher to discuss concepts. Students can utilize online tools to reinforce mathematics concepts.

11:10 - 12:10: Classroom Community Lunch

Lunch in-classroom, community-style seating to encourage friendship building. The classroom mirrors a Maria Montessori classroom, with kitchens in the classroom. Two students can rotate to learn how to set the table and serve peers.

Allow for 5-10 minutes for clean up

12:20 - 12:50 Writing

Create short stories or essays (for older students). Learn about letters, tracing, writing one's name, or cursive.

Small support groups of 4 students rotate to the back of the class to work directly with the teacher to discuss concepts

12:50 - 1:05 Brain Break

Play a song and dance as a class.

1:05 - 1:40 Social Studies

Developmentally appropriate discussion of current events. Cultural considerations of past events. Use the SMART board for visuals, such as documentaries, pictures, archaeological sites, etc.

1:40 - 2:40 Art/Physical Education/Music (specials rotate every other day)

Art- development of fine motor skills, fingerprinting, holding writing utensils, and learning about colors.

Physical Education/Health: Movement and exercise education, integration of health

Music - singing, keeping time, learning a chosen instrument.

2:40 - 2:55: Snack (if students finish early, they can go directly into free reading or Recess)

2:55 PM - 3:30 PM: Independent Reading/Recess
3:30 PM: Dismissal on buses or family pick up.

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At ‘Sowing Seeds Elementary,’ our mission is to foster a dynamic and inclusive learning environment where every child is empowered to explore and flourish. We are dedicated to nurturing the whole child, the intellectual, social, emotional, and physical development of our students, equipping them with the knowledge necessary to become compassionate, resilient, and responsible global citizens. Through innovative teaching practices, emphasis on natural learning experiences, community partnerships, and a commitment to diversity and equity, we strive to ignite a lifelong love of learning and assist each child to reach their fullest potential.

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The curriculum is structured so students understand classroom expectations and develop a routine. However, flexibility is reinforced to assist with meeting learning needs.

Emphasis is placed on the natural setting, as the school has a large gated courtyard, community garden, and two playscapes (one for early childhood and one for older students). There are wheelchair-accessible walkways outside and alternative play opportunities for exceptional learners. Within the gated courtyard, there is covered seating to keep students comfortable and dry, or shaded on sunny days.

Classes can take place inside or outside. During more focused core classes, lessons take place within a classroom environment with pod seating. Each pod seats 3-4 students.

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Diversity

Culturally responsive curriculum materials

Representation in literature and media

Teachers engage with professional development to reflect on own bias and actively strive for anti-racist practice.

Learn about other cultures

Scaffolding and structured opportunities based on student readiness

Small groups and 1:1 meetings with the teacher can help adults gauge student progress or whether certain supports are needed.

Behavioral expectations

Discussed, stated, and posted around the classroom.

Reviewed each morning during circle time/morning meeting

UDL (Universal Design for Learning)

Representation

Varied repertoire of practices

Classroom activities are focused on life application and balance of inside learning and learning within a natural setting.

Action and expression

Students can show what they learned in the most authentic and comfortable manner.

Multimodal assessment

Engagement & Equity

Teachers engage students in many ways, always seeking ways to include and empower them.

Adaptations for diverse learners

Respecting and implementing special education plans (IEP/504)

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Digital Literacy & Citizenship

Developmentally appropriate lessons and curriculum about online safety.

Digital citizenship is reinforced through encouraging creative and prosocial use of technology as a tool for learning and connection.

Low and High-Tech Assistive Technology

Braille

Text-to-speech

Speech-to-text

Enlarged print

Virtual books

Adaptive listening

Augmentative communication

Flexible seating

Sensory headphones

Pencil grip

Applications:

Nearpod interactive presentations.

ClassDojo token economy system to reinforce positive and collaborative behavior.

DreamBox Learning Math for game-like mathematics instruction.

Lexia reading program, with colorful animation and engaging literacy practice.

Google Classroom: Classroom management and organization of materials/curriculum

Google Slides/Canva: Classroom presentation making

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Family and Community Cultural Engagement

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Family and Community Cultural Engagement

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Frequent parent-teacher correspondence - on positive occasions to update families on student progress.

Weekly classroom newsletters and monthly bulletins are sent to families.

Annual family dinner celebration three times a school year!

Open houses, trunk-or-treat, recitals, assemblies, agricultural field trips, international nights, classroom game nights, and other events for parental involvement.

Contact information is shared, and parents can share what mode is best for them (e.g., phone, email, fax, etc.)

Bridge the gap between home and school with updates through ClassDojo. Families can monitor student progress, view photos, and see student rewards.

Herbs, vegetables, and fruits from the community garden can be shared with families.

A school food pantry, laundry machines, and donated clothing can help families in need - no questions asked and at no cost to them!

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Students must have the autonomy to share their needs without disrupting regular learning/instruction. Furthermore, hand signals are helpful for exceptional learners or those with different means of communication. Visual cues would reflect the diverse student body.

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The mascot, "Daisy" can attend special school events and reinforce involvement in community.

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Each class is equipped with at least two (2) adults: a head teacher and a support teacher (e.g., paraprofessional).

The special education team is fit to student needs.

Principal

School leader

Sets the tone

Embodies school mission and core values

Vice Principal

Assists principal with leadership and proactively reinforces positive student behavior

Dean

Oversees academic and behavioral misconduct.

Helps individualize student success

Student's Family/Guardian

Teacher(s)

General education and/or special education

Paraprofessional

Provides in-class support for teacher and assigned student(s)

504 Coordinator

Assure the school is up-to-date and compliant with disability-related policy—specializing in 504 procedure, documentation, and implementation.

Therapist

Out-of-school mental health care professionals utilize interventions such as cognitive behavioral therapy (CBT), talk therapy, non-directive therapy, etc.

Psychiatrist

Mental health care professional focused on pharmacotherapies

School counselor

1:1 and group counseling to discuss interpersonal, familial, or emotional difficulties. Crisis-training.

School psychologist

Academic, social-emotional, and behavioral testing. Consultation. Crisis-training. Small-group counseling. Helps to determine what supports are needed.

School guidance counselor

Provides vocational advice and discussion

Speech-language pathologist

Works with students who have difficulties with communication, annunciation, and phonics.

School-based physical therapy and occupational therapist

Exercises and tests for the development of certain fine/gross motor skills.

Crisis

De-escalation

Suicide-prevention

Pediatrician (Advisory) & School Nurse

Physical care and special care plans for students. Providing health education, proper medication, and assistance as needed.

Autism-specialist

Works with students diagnosed with ASD or show signs of ASD to assist in behavioral and emotional challenges.

ABA (Applied Behavior Analyst)

Works on a team specializing in respondent and operant conditioning to change undesired, disruptive, or harmful behaviors.

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In creating this fictional school, I recognize the profound responsibility of educational professionals to contribute to a positive, safe, and supportive learning space. The intentionality of school design directly translates into a positive or negative student experience. Schools are there to serve students and families, fostering imagination, creativity, confidence, and, eventually, life-long learners.

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Academic

Chess

Spelling-bee

Book-club

LEGO building

Inventions

Robotics/coding

Language-specific club (e.g., ASL)

Volunteering

Soup Kitchen

Clothing Drives

School Food Pantry

Best-Buddies

Tutoring

Animal shelters, charities, or organizations

Arts

Pottery

Painting

Drawing/Doodling

Crochet/knitting

Agricultural

Gardening

Animal-care

Animal identification

Performing Arts & Creativity

Chorus

Band

Fantasy play

Instrument lessons (e.g., guitar, violin, recorder, flute, autoharp, vocal, kalimba)

Community Theatre

Sports

Cooperative games

Kickball

Baseball

Soccer

Karate

Yoga

Cricket

Frisbee

Badminton