If you are like Patriots’ Head Coach Bill Belichick then you can skip this post on how to follow Burlington Public Schools through our various social media accounts. Coach Belichick outlines his feelings clearly on social media in the short video below.
Click on any of the icons below to follow our activity:
- In Burlington we have clearly defined what math is in the elementary levels and prioritized what students need to know in grades K-5 within these defined areas.
- Our priorities are Number Sense, Number Concept, and Numeracy
- We have clear measures to check on the progress of all students and specific interventions we employ when we find students are lagging in progress.
- In addition we have clear data to see how we are progressing both as individuals and at each grade level.
- Slide 7 – Shows what was done last year in the first year of this work by Mrs. Fortunato and her team.
- Slides 8-9 show the five clearly articulated parts of Number Concept
- Slides 10-11 show the five clearly articulated parts of Number Sense
- Slide 12 states what all Burlington students should be able to do in regards to Numeracy by the end of fourth grade
- Slides 22-29 describe the assessment procedures that we use for Numeracy in grades K-5
- Slide 43 highlights what are assessment procedures will look like next year and beyond
|BPS Math Coach Carrie Fortunato|
- What we teach all students
- How we monitor the progress of all students
- What interventions we put in place when students are struggling
As we prepare for the start of another school year, we want to remind our Burlington Public Schools families how to keep up with all of the latest happenings from our school system. One of the best ways to stay on top of what is happening is following the district and school blogs. One way to follow our blogs is to enter your e-mail address into the box on a specific blog from which you would like to receive updates. Activating this option will set you up to receive an e-mail any time there is a new post published on that particular blog. In addition each e-mail that you receive will allow you the option of stopping the e-mails from that blog at any time.
If you are following a number of blogs, I encourage you to look at an RSS feed service such as Feedly. This will allow you to see posts from all of these blogs in one place.
A few blogs that you may want to follow to get started
Other ways to stay up to date with BPS
Please let us know if there are any other social media resources that you would like to see Burlington Public Schools access to share information!
One of the highlights of our New England 1:1 Summit is the classroom visits where we allow our fellow educators from across New England to see our staff and students in action. The feedback that was shared by the over 200 educators who visited classrooms at the elementary, middle, and high school level was tremendous. Check out some of the comments in the slides below. They certainly are an affirmation of what we get to see every day of the school year in our Burlington classrooms!
|The future of books (Photo credit: Johan Larsson)|
On Monday, I posted some thoughts regarding an article from last week’s Washington Post that was titled Serious reading takes a hit from online scanning and skimming, researchers say. I was excited to see a rebuttal to Michael Rosenwald’s perspective by his Washington Post colleague Valerie Strauss this week.
In her article, Actually, online skimming probably hasn’t affected serious reading after all, Strauss notes the skepticism of Daniel Willingham, a cognitive scientist from the University of Virginia. Here is a bit of what Willingham had to say:
“… teachers aver that students can no longer read long novels. Well, if we’re swapping stories, I — and most of my classmates — had a hard time with Faulkner and Joyce back in the early ‘80s, when I was an English major.”
“A more plausible possibility is that we’re not less capable of reading complex prose, but less willing to put in the work. Our criterion for concluding, “this is boring, this is not paying off,” has been lowered because the Web makes it so easy to find something else to read, watch, or listen to…If I’m right, there’s good news and bad news. The good news is that our brains are not being deep-fried by the Web; we can still read deeply and think carefully. The bad news is that we don’t want to.”
While I find Willingham’s feelings on online reading versus more traditional means more palatable than those cited in Rosenwald’s artilce, my conclusion is still the same. There is no one right answer! We need to embrace the struggle between reading online and reading from paper-based products. Forcing our students to do one or the other denies them the opportunity to see the benefits that each has to offer. In addition, there needs to be an increased focus on the advantages of online tools so that students can meet more modern standards of literacy, like the ones below described by the National Council of Teachers of English in its Definition of 21st Century Literacies:
Develop proficiency and fluency with the tools of technology;
Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
Design and share information for global communities to meet a variety of purposes;
Manage, analyze, and synthesize multiple streams of simultaneous information;
Create, critique, analyze, and evaluate multimedia texts;
Attend to the ethical responsibilities required by these complex environments.