MTPS Curriculum & Instruction
Our continuation of teaching and learning...
Our Data story...
To see MTPS scores click on the link for the full presentation: https://docs.google.com/presentation/d/1VCZKfX2OMyMm_dvFlAP2lJX7iXs2W9LryS0M8DYT938/edit#slide=id.gb0508b0acd_0_0
NWEA Spring 2020 Projections of Growth Due to Closures: https://www.the74million.org/article/new-research-predicts-steep-covid-learning-losses-will-widen-already-dramatic-achievement-gaps-within-classrooms/
Initial Findings Fall, 2020: https://www.nwea.org/news-center/news-center/new-research-on-academic-impacts-from-covid-19-closures-highlights-gains-in-reading-and-setbacks-in-math
To see MTPS scores click on the link for the full presentation: https://docs.google.com/presentation/d/1VCZKfX2OMyMm_dvFlAP2lJX7iXs2W9LryS0M8DYT938/edit#slide=id.gb0508b0acd_0_0
Here is how our teachers plan when teaching students in a full remote setting.
Designing Learning Experiences
- MTPS teachers follow NJ State Standards and MTPS Curriculum
- Recognize the need for flexibility in terms of time schedules and technology access;
- Engage students in relevant and meaningful learning experiences;
- Connect what students have been learning thus far in the year to the new learning experiences in which they will be engaging;
- Allow for student choice and voice when possible/appropriate with regard to how students engage in the experience and/or how they demonstrate their learning;
- Remember that students learn in different ways and provide flexibility in how they engage in new learning (e.g., reading, video); and
- Encourage students to self-reflect upon their learning.
Grade level summaries students should be able to master by June (Seek Common Ground):
Providing Emotional Support During this time of COVID
According to an article published in Child Trends (https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-well-being-during-the-covid-19-pandemic), below are some steps you can take to support the emotional well-being of children during this time:
- Providing age-appropriate information about the pandemic
- Early Childhood
- Elementary
- Middle and High School
- How Teenagers Can Protect Their Mental Health During the Coronavirus Crisis (https://www.unicef.org/coronavirus/how-teenagers-can-protect-their-mental-health-during-coronavirus-covid-19
- Supporting Teenagers and Young Adults During the Coronavirus Crisis (https://childmind.org/article/supporting-teenagers-and-young-adults-during-the-coronavirus-crisis/)
- Students with Disabilities
- Decreasing exposure to coverage related to COVID-19
- Remembering that social distancing does not mean social isolation
- Creating a safe physical and emotional environment by practicing the 3 R’s: Reassurance, Routines, and Regulation
- Keeping children busy with new routines and activities
- Emphasizing strengths, hope, and positivity
- Seeking professional help if children show signs of trauma that do not resolve relatively quickly
- Social, Emotional Learning Resources:https://casel.org/covid-resources/
- Managing Stress and Anxiety during COVID: https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fprepare%2Fmanaging-stress-anxiety.html
- Prevention of Teen Suicide: https://sptsusa.org/parents/