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Crosswinds Arts and Science School

At Crosswinds Arts and Science School, we embrace a culturally diverse educational community by recognizing each student’s unique talents and needs. Our mission prioritizes a positive school culture, which forms the backbone of effective teaching and school improvement. With a focus on collegiality, professional development, and innovative practices like co-teaching, we strive to address the diverse needs of our learners. Our commitment to celebrating student success and adapting to changing demographics fosters an inclusive environment conducive to all students becoming responsible citizens and environmental stewards.

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Crosswinds Arts and Science School

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  1. Crosswinds Arts and Science School Promotion of School Culture through meeting the needs of all Learners Stacy Theien-Collins April 20,2013

  2. School Mission Crosswinds is a culturally diverse education community where each student’s special talents and needs are recognized as he/she becomes a responsible citizen and an environmental steward.

  3. Importance of school culture • A positive school culture—what many people call “school climate”—is the cornerstone of all good schools. It is the foundation for school improvement (Elbot & Fulton, 2008) • C. Elbot & D. Fulton (2008) Building an intentional school culture. Thousand Oaks, CA: Corwin Press

  4. School Demographics • 48% students of color • 52 % white, • 50% free and reduce priced lunch • 28% of the students qualifying for special education services • 8% are ELL.

  5. Strengths • Collegiality • Colleagues support what each other does • Planning time allotted to teachers is used to plan as collective units or teams rather than as separate individuals to meet the needs of all learners • Professional development • Professional development activities are designed to acknowledge, respond to, and appreciate diversity in the school and larger community. • Community and school demographics • Changing demographics have been embraced • Activities exist to address the changing diversity or cultural norms of the community • Staff members have adapted to the changing demographics of our community • Teachers are advocates for and promoters of learning differences, multicultural awareness, gender sensitivity, equity, and appreciation of ethnic diversity • Students • Unique learner needs are addressed in the general education setting with access to standards. • Student success is celebrated

  6. Innovative Practices for Inclusion • Co-teaching is becoming one of the fastest growing inclusive practices in school. • Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education.

  7. Defining Co-Teaching • Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. Friend & Cook, 2003

  8. Co-Teaching leads to… • Shared responsibility for educating all students • Shared understanding and use of common assessment data • Supporting ownership for programming and interventions • Creating common understanding • Ability to meet the needs of all students through differentiation Friend & Cook, 2003

  9. Five Approaches Adopted by EMID • One Teaching, One Drifting • Parallel Teaching • Station Teaching • Alternative Teaching • Team Teaching

  10. Professional Development Model • Three-year cadre model • General Education/Specialist pairs attend together • Network of support • Observations/Peer Learning Walks • Observational Rubrics "It's all in how you implement it, It doesn't work if you just have two bodies in the room.” Susan Fitzell, Educational Consultant

  11. Co-Teaching Observation

  12. Minnesota Accountability Tests Trend Data-ReadingCo-taught Compared to Single-teacher Instructional Models

  13. Minnesota Accountability Tests Trend Data-MathCo-taught Compared to Single-teacher Instructional Models

  14. Positive school culture that meets the needs of all learners… • is not a constant in a school. It can be created and sustained through policies, quality practices, alignment with priorities and accountabilities, encouragement and support. • supports learning at high levels (Pickeral, 2009). • Pickeral, T (2009). School Climate Guide For District Policy Makers and Educational Leaders. Retrieved from www.schoolclimate.org

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