Silvermine School

Handbook/Guia de Programa

Norwalk Public Schools

Escuelas Publicas de Norwalk

Silvermine Elementary School

157 Perry Ave.

Norwalk, Ct. 06850

Phone: 203-899-2950

Fax: 203-899-2954

Table of Contents

Purpose………………………………………………………………………………………..2

Silvermine Mission Statement………….…………………………………………..2

About Our School……..………………………………………………………………….3 - 4

Academically Talented…………..………………………………………………………4

Art……..………………………………………………………………………………………….4

Core Instructional Program…..……………………………………………………….5 - 6

Data Teams……………………………………………………………………………………6

Early Intervention Process…………………………………………………………….6 - 7

English Language Learners…………………………………………………………….7

Instrumental Music……………………………………………………………………….7

Learning Commons………...……………………………………………………………7 - 8

Mano a Mano..…………………………………………………………………………….8, Appendix A

Music……………………………………………………………………………………………8 - 9

Parent Teacher Organization………………………………………………………..9

Physical Education and Health………………………………………………….....9 – 10

Project L.E.A.N……………………………………………………………………………..10

Psychologist…………………………………………………………………………………10

Social Worker………………………………………………………………………………10

Special Education………………………………………………………………………..10 - 11

Technology………………………………………………………………………………….11

Closing…………………………………………………………………………………………12

Acknowledgements……………………………………………………………………..12

Purpose

The purpose of this handbook is to inform the community about the instructional programs and services provided to students in Silvermine Elementary School. For those of you who may be considering enrolling a child in Silvermine School and for those of you who currently have children enrolled in our school, we hope to provide you with as much information as possible about the school. While the information that is in this handbook is current, it by no means concludes that the school staff no longer continues to learn new trends in education. Like students, we are lifelong learners. We hope you find this a useful resource.

Silvermine Mission Statement

Silvermine is a unique and culturally diverse community of learners dedicated to the core principles of trust, respect and responsibility.

Our students develop, apply and master reading, writing, mathematics and critical thinking skills in a child-centered learning environment that encourages intellectual curiosity and individuality.

Our safe educational setting supports cooperation among the classroom, home and community.

Our commitment is to academic excellence and responsible citizenship.

In pursuing this mission, we believe that:

Each child has a right to learn
All children can learn
Enjoyment and fun are integral to learning
High expectations apply to all
Children learn in different ways
All children have unique talents

About Our School

Silvermine Elementary School is a beautiful K-5 campus. It sits amidst the community of Silvermine, a small township within Norwalk. Over the years, its enrollment has fluctuated between 350 – 500 students.

In the school year 2007-2008 the school began to implement the process of data teams. Each grade level meets one time every six daysto review student progress. This process has led to significant gains in student performance in the areas of reading and math.

Silvermine Elementary School receives students from its immediate neighborhood, as well as students who are transported from other sites within the city. This intra-district boundary system was originally provided to create a more balanced racial and ethnic demographic group within Silvermine's population.

All students who enter Silvermine’s doors participate in instruction that is hands-on, that is based on the state standards, and that follows the district’s curriculum. In addition, Silvermine is unique in that it offers students the opportunity to begin to develop skills in a second language through the school’s Mano a Mano program. In addition to core subjects, music, art, library, physical education, and health are included in the students’ regular instructional day.

The needs of all students are met through a variety of programs. For students who tend to perform above their peers, the Academically Talented Program is offered. For students who learn at a pace that is not in keeping with the average student, early intervention strategies are implemented and student progress is constantly tracked by the classroom teacher. For students who have special needs, the special education teachers develop individualized education plans. There are several after school tutorial programs that are offered as well. All of these programs and more are explained in greater detail in the body of this handbook.

The school’s Parent and Teachers Organization is active in its endeavors to provide students with many opportunities that broaden student experiences. Through its fundraising activities, the PTO is able to fund field trips for students, bring enrichment programs to the school, and host community celebrations. The PTO also contributes heavily to the purchase of materials and supplies for the school. They hold monthly meetings to provide parents with information regarding the school. Every year the PTO seeks new ways to include more parents in the school and to provide them with the opportunity to learn how to support their children at home. Some of the meetings are workshops that give parents suggestions on how to assist their child at home in different subject areas.

What follows in this handbook are descriptions of all the programs at the school. We hope this provides you with answers to any questions you may have. If you are a prospective parent, we hope that we will have convinced you that Silvermine is a wonderful place to learn. For those of you who are already Silvermine parents, we hope we have educated you about the many things the children experience at school and the many ways that we address the needs of all our learners.

Academically Talented

The Norwalk Academically Talented (A.T.) program emphasizes a differentiated Humanities curriculum for students who demonstrate academic talent. At the elementary school level, this is for students in grades 3-5. The goals of the A.T. program are: to create a learning atmosphere that will enable the academically talented child to develop critical thinking, creative thinking, and communication skills; and to involve the academically talented student in challenging learning experiences that give them the opportunity to engage in intellectual stimulation from contact with other highly motivated students.

The process of identifying students for the A.T. program begins in 2nd grade with all Norwalk second graders being screened. Three assessments are administered in the spring. A committee of teachers and administrators reviews the results in the fall to determine eligible students. Students in grades three, four, and five may also be recommended for the program by classroom teachers. Parents may also nominate a child for the A.T. program in the fall. Students meet for two hours and are on a six-day rotating schedule.

Art

Silvermine's art program is consistent with, and meets the requirements of the K-5 curriculum of the Norwalk Public Schools. The students meet once every four days with a certified art specialist.

Artwork is displayed throughout the year and during an annual schoolwide exhibit in the spring. In addition several works are chosen for the All-City Show every spring where the work of Silvermine students is regularly chosen for the City Housing Authority calendar.

In addition to the regular art program, Silvermine offers the Artistically Talented Program which is designed to meet the needs of students who show an above average level of artistic ability. Pupils are selected based on their creative thinking, art ability, and teacher referral. This program is offered in grades 3, 4, and 5 and continues through grade 8. Students meet in small groups (typically 6-8 students) for 1 hour every 6 days.

Fifth grade students work with an artist from the Silvermine Art Guild to paint a mural on a designated wall in the school building. This becomes a legacy for the outgoing fifth grade group as they move on to the middle school.

Core Instructional Program

Teachers follow the district’s curriculum for all subject areas. The basis for all instruction is the state’s common core standards. Below is a brief description of the core program:

Language Arts/Reading – The district requires that schools implement a comprehensive literacy approach which includes whole group instruction,small group instruction, read alouds, shared reading, guided reading, and independent reading. Within that instruction students develop reading foundational skills (phonemic awareness,decoding/phonics,and encoding/spelling) as well as reading fluency and comprehension skills.
Math – The core program is standards based. Concepts are continually built upon from one grade level to the next. There is a wide use of manipulatives, games and technology for instruction.
Writing –Students are engaged in writing daily. Students engage in a variety of writing genressuch as personal narratives, non-fiction, expository, and poetry.
Science – The K-5 science program is standards based. The students engage in hands on experiments to learn science concepts. In grades 3 – 5 students are required to submit a science fair project. In K – 2, class projects are submitted or students may submit an individual project. Some projects are then submitted to the district level science fair. The campus is fortunate to have running behind it the Silvermine River. Teachers use the river as a resource for lessons. Students in grades 3-5 take unit tests electronically through a web based assessment program. Grade 5 students are also assessed through the Connecticut Mastery Science Test.
Social Studies – The K-5 social studies program is also standards based. Teachers use various resource materials to have students study historical and current events. Some grade levels use the Junior Achievement program to learn about the many aspects of a community.

To measure student progress in the area of reading, students are administered the MClass reading assessments three times a year, in addition to teacher made tests and district benchmark tests.MClass data is reported to the state. All of these exams are used to determine student reading skill levels as well as their ability to comprehend and interpret what they read. This data is also used to determine summer school requirements for students. Students in grades 3-5 are also given the SBAC (Smarter Balanced Assessment Consortium) test.

To assess student progress in math, students are periodically evaluated using unit tests and benchmark tests from the current textbook. Students in grades 3-5 are also given the SBAC (Smarter Balanced Assessment Consortium) test.

To assess student progress in the area of science, students participate in the science fair, class experiments, and district benchmark assessments. In grade five, students also take the Connecticut Mastery Science test.

To assess student progress in the area of social studies, along with class assignments and tests, students are administered the district’s social studies benchmark assessment.

Data Teams

To consistently monitor student progress and to guide instruction, each grade level meets in instructional data teams every six days. Using data from pre and post assessments, and/or results from some of the tests mentioned above, the teachers meet to discuss how students are performing. At the meeting teachers determine how to move students forward who may not be progressing in a timely manner. They discuss intervention strategies, teaching strategies, and timelines for moving students along. These discussions guide instruction. As part of the discussion teachers determine goals for the next meeting. This process began formally in January of 2008 and has contributed greatly gains in reading and math.

In addition to the instructional data teams, a lead group, the school data team, meets with the administrators once a month to discuss the needs of the school in general as related to the instructional program. This group works collaboratively to develop the School Growth Plan, to determine professional development, and to examine schoolwide assessment results for reading and mathematics. Each year, this group will be responsible for determining a plan of action for the school year as well as the areas of instructional focus. These decisions will be based on careful analysis of all major assessments. Throughout the year, the group is responsible for monitoring and adjusting the school plan/focus as needed.

Early Intervention (SRBI) Process

In order to provide support to a student in a timely and effective manner, the school implements an early intervention process or SRBI (Scientific Research Based Interventions). This process is a general education support. Its intent is to provide early support services to students who are struggling with the academic program.

SRBI is a three-tiered process. All students begin in Tier One. Tier One strategies are those which teachers use to help students access the core curriculum successfully. Some examples are: the use of graphic organizers, charts, guided reading, etc. Through data analysis, when a teacher determines that a student is not keeping pace with his or her peers, the teacher begins to dialogue with colleagues or the SRBI teamabout the student and begins to identify a more intense level of intervention strategies. At this stage, the student is determined to be at Tier Two. Some examples of strategies the teacher may use are: the format of small group instruction focused on specific skill areas, the use of educational software, and the use of graphic organizers. These are tools that would be implemented specifically for a student or perhaps a small group of students with similar needs. The teacher continues to monitor the student’s progress for a specified amount of time, usually six to eight weeks. At the end of the designated time, the teacher reviews the student’s progress and determines if the child is accessing the curriculum appropriately or if the child should be moved to Tier Three status for

more intense interventions. Some examples of Tier Three strategies are: more focused small group or individualized instruction focused on specific skills or referral to the after school tutoring program. In addition, the teacher develops an individualized student plan. Once a student is moved into Tier Three, another timeline is set. At the end of the timeline, the teacher again confers with colleagues or the SRBI team to see if the child is progressing. If the student is making sufficient progress he/she may be supported with strategies that are less intensive; if the child is not making sufficient progress he/she may be referred to the special education department. At all stages of the SRBI process the teacher is in communication with parents and school administrators. This early intervention support is provided not only by the general education teachers but also by teacher assistants who have been trained in effective teaching strategies to help the struggling learner.

English Language Learners (ELL)

For students who are not native English speakers or who are exposed to another language in the home, an ELL teacher provides services to them on a regular basis. This teacher is specifically trained to instruct students who are learning a second language, in this case English. These students are immersed totally in English. They are assessed using the Language Assessment Survey or LAS test. They receive language skills services until they test at a proficient level of English on the LAS test.

Instrumental Music - Strings
The Strings program at Silvermine is designed for students in grade 3 through 5 to have the opportunity to excel in playing a musical instrument. The instruments available for study are the Violin, Viola, Cello and Bass. Each student is responsible for renting the instrument and purchasing the Essential Elements 2000 book at one of the local music stores in this area. Upon acceptance into the program, each student will receive a thirty minute lesson and participates in a thirty minute Orchestra rehearsal once every six days for the entire school year. In order to ensure the quality and success of their experiences, students are expected to practice on a daily basis.

Students involved in the strings program at Silvermine will also have wonderful opportunities to perform on stage for the school and their families during the winter and spring concerts. Also, the 5th Grade Strings students are given an extra opportunity to perform in the All City Strings Festival at City Hall. This concert includes all strings students in the city of Norwalk in Grades 5 through 12 and represents the musical talent of our students in Norwalk.

Learning Commons

The Silvermine School Learning Commons area, formerly known as the school library,underwent a major transformation in the year 2014 from library to learning commons. It is now a more relaxed and inviting area for students to enjoy reading. The transformation was funded in large part by the PTO and generous donations of time/labor by parents.

The learning commons area houses approximately 14,000 titles. The books are fiction, non-fiction, biographies, reference books, etc. Books are in Spanish and in English. Students visit the learning commons once a week. There is an open time so that students have the opportunity to check out a book every day. The library media assistant reads to all classes and works with teachers to provide resource materials for themed lessons.

Each year the school purchases new books. These books are purchased based on reviews, teacher and student recommendations, and supplements to the curriculum as needed.