Rave Reviews to PS 154!

Classrooms were organized for student independence with materials clearly labeled and accessible. The teaching charts contained explicit teaching points, visual illustrations, and student print. They included What Good Writers Do, Partnership Booktalk, What Kindergarten Writing Shoulc Look Like etc. Students referred to the charts when explaining how they grew as writers and what materials they used to get smarter.

It was clear that students were fully engaged and working with great rigor. They continued to write despite the number of visitors or many distractions we presented. Teachers had high expectations and students met them.

Collaboration between teachers was very evident in the consistency of the classrooms, the shared units of study, and the work displayed on bulletin boards. Some bulletin boards were created collaboratively by teams of teachers. All reflected the focus on units of study and all demonstrated volume and stamina.

Students were demonstrating what they had been taught by practicing independently strategies like using the finger for counting the number of words and to space the words, rereading their own writing and reflecting on next steps,and thinking about the ending. We noticed conversations between students about how to sound out words and the excitement about a new alphabet chart that is coming soon.

Clear expectations about writing workshop were well established in kindergarten and grew more rigorous in first grade. Students were reminded about the expectations in a variety of ways including a chart inside each kindergarten folder reminding them that good kindergarten writing has pictures, labels and words.

Each classroom has an assessment binder for each child which includes all the TC assessment data as well as samples of student work. They are beginning to be used by teachers to help students set their own goals.

The school is alive with student work which captures the voice and energy of students and the deep understanding of the teachers. The process of creating the unit of study is displayed along with the student work from each member of the community as well as the essential elements of each unit and student reflections of their learning. The hallway bulletin boards are consistently exemplary.

Danielle and Tarsha are model learners and enthusiastic teachers and the school reflects their energy and their partnership.