THE PRIMARY SCHOOL EXPERIENCE...
Emotional Climate - How it feels
* Students feel valued.* Respect is modeled and valued.
* Students are helped to make friends and share ideas.
* Students are encouraged to express themselves through conversation and interacting with others.
* Teachers listen attentively to students and encourage them to listen to others.
* Students are given time to talk with adults on an individual basis or during group meetings.
* Adults acknowledge and reinforce positive student behavior.
* Students are encouraged to negotiate and problem solve with their peers to resolve their own conflicts.
Physical Climate - What it looks like
* Students' work is attractively displayed throughout the classroom and school building.
* Space is arranged to allow students to work alone or with other classmates.
* A special area is set aside for students to engage in a "meeting time".
* Space is provided to support small and large group activities.
* Activity centers are arranged to support the curriculum.
* Age-appropriate materials and equipments are accessible to all students.
* Sufficient quantities of high quality literature and other materials are readily accessible to all students.
* Seating arrangements are flexible and allow every child to hear and see what is being asked and demonstrated.
READING/LANGUAGE ARTS
The Language Arts Program teaches students to function as contributing members of society by effectively communicating information and ideas through written and oral modes, as well as receive and comprehend information ideas through reading, listening, and viewing.
The Language Arts Program is an integrated program with literature as the core. Reading, writing, and oral communication are taught in concert and are mutually reinforcing. Students will come to value these processes as tools for clarifying, expressing, and learning new ideas in all curricular areas.
Our writing program has students writing on a range of topics for a variety of purposes and audiences. They are also taught to how to use appropriate organizational patterns for a written work as a strategy for constructing meaning. The recursive stages of the writing process: prewriting, drafting, revising and editing, serve as a road map.
MATHEMATICS
Our K-3 students are instructed to move beyond basic arithmetic and develop higher-order critical thinking skills. Our teachers instruct our students to have a greater understanding of and proficiency in mathematics than traditional programs require.
Kindergarten through third grade students are being instructed using The Everyday Mathematics Program. This is a research-based program that uses a problem solving and rigorous approach that is aligned with the New York State Mathematics Standards and Assessments.
SOCIAL STUDIES
Our children will spend their adult lives in the twenty-first century. Changes in our society and the larger world place new and increasing demands on our nation and its citizens. It is imperative that young Americans acquire a broader, more comprehensive and connected understanding of historical and contemporary human affairs. Our Social Studies curriculum nurtures this understanding in our students.
SCIENCE
The science program at the elementary level uses an inquiry-based model. We use two programs, SCIS-3 and Science 21, to enhance learning and scientific thinking.. The programs are supported with non-fiction literature to broaden topic discussions. The children begin to learn aspects of scientific method through experiments they carry out in class. Observations and documentation are extremely important aspects of the program. These are recorded as pictures, observations, procedures, tests and conclusions in scientific journals, which children maintain. Children leave grade three with an understanding of scientific concepts, vocabulary and reasoning skills.
* A variety of resources is available to support student learning. * The daily schedule is open and flexible and incorporates blocks of time for students to work on activities and projects. * An understanding of how students learn and develop is used to shape curriculum and instruction. * The curriculum allows for creativity and flexibility for students and teachers. * The curriculum is designed to help integrate all content areas. * The curriculum is rigorous. * Student exploration and inquiry are fostered. * Play is viewed positively and supported as an active learning process. * A balance of "active" and "quiet" learning activities is maintained. Students are given opportunities to apply learning in personalized contexts. * Classroom activities and materials allow students with diverse needs and interests to experience success. Assessment - Student Progress * A combination of individual student work, student projects, teacher observation and formal testing is used to assess student achievement. Teachers use assessment data to monitor students' work and progress. * Assessment data are used to plan curriculum and instruction. * Students use assessment data to evaluate their own learning. * Parents are included as partners in assessment and receive specific information about their child's progress. The Brewster Primary School provides each student with a variety of additional programs that enrich and support their educational experiences. · ART-
Students explore and create in a variety of media. · COMPREHENSIVE HEALTH- Students develop knowledge and awareness of health-related issues. · ESL- (English As A Second Language) Students who enter school with a primary language other than English receive instruction in English. · LIBRARY- Students are introduced to a variety of genres and encouraged to become life-long readers. · PHYSICAL EDUCATION- Students engage in age-appropriate activities that promote balance, flexibility, teamwork and skills. · VOCAL MUSIC-Students work towards music literacy and appreciation of music through singing, playing instruments, movement, games and performance. · TECHNOLOGY- Students utilize technology through the use of classroom computers and a technology lab. · READING RECOVERY- Students who require reading remediation are instructed with specific strategies and one-to-one support. · REMEDIAL MATH/READING- Students are provided with skill support in a small group setting. · SPECIAL EDUCATION-Students who require special services are provided with instruction and support in the following manner: inclusion in the regular
classroom, Resource Room support, Speech and Language instruction, Occupational and Physical Therapy, counseling and/or Adaptive Physical Education. All classified children are instructed by fully certified and trained special education personnel.
Teaching and Learning - The Process
* The curriculum reflects congruency with the New York State Standards and the
state-mandated assessments.
STUDENT
BILL OF RIGHTS AND RESPONSIBILITIES
IT
IS THE STUDENT’S RIGHT TO:
IT
IS THE STUDENT’S RESPONSIBILITY TO: