SBL Components

  • Learners-Learners are capable of learning at high levels when their strengths are celebrated and their needs are addressed. All learners, children and adults alike, need multiple opportunities to learn new knowledge and skills, using diverse approaches and enough time. Further reading: Tapping into Multiple Intelligences

    Additional Resources: NY Learns  |  Teaching to Academic Standards

    Curriculum-The curriculum identifies what students need to know (content and concepts) and be able to do (skills and processes). Standards-based curriculum incorporates the knowledge and skills that are articulated in state standards and their associated core curriculum statements or objectives or grade level expectations. (Different states use different terms for the statements that are most specific, often designated to particular grade levels.) Teachers need to know what it is they are responsible to teach and assess in the classroom. Students need opportunities to learn in relation to standards before they are assessed on these standards on high stakes tests. Middletown curriculum and standards: K-12 Scope and Sequence  

    Instruction-Instruction is the strategies, approaches, and experiences used by teachers to engage students in learning the knowledge and skills identified in the curriculum. Each teacher needs a repertoire of effective instructional strategies to use in the classroom. Good instruction involves selecting instructional strategies based on their effectiveness in supporting a variety of modalities for student learning related to identified standards and creating a positive learning environment that will be most effective in helping students acquire, integrate, extend, refine, and apply knowledge.

    Additional Resources:  Instructional Guidance Toolkit (Pre-k thru Grade 3) from the NYSED  

    Assessment-Assessment is the ongoing process of feedback about learning. Assessment may be formal or informal, and it may be formative (focused on improvement) or summative (focused on accountability). The school district's assessment system includes classroom, school, district, and state assessments.  

    Additional Resources: NY Learns  

    Data Analysis & Reporting- School-level data analysis should be about helping schools understand if they are achieving their purpose and meeting the needs of all students—and if not, why not. Schools cannot use student achievement measures alone for continuous school improvement because the context is missing. If we want to get different results, we have to change the system that creates the results. To do that, we must look at intersections of demographic, perception, student learning, and school process data, and then plan accordingly.

    Reporting is making public what we learn and the questions we have based on our analysis of pertinent data.

    Additional Resources:  Finding Your Way Through the Data Smog  |  Using Data for Program Improvement: How Do We Encourage School To Do It

    Supervision & Evaluation- Evaluation should be based on knowledge about professionalism, effective planning and teaching, a positive learning climate, and appropriate assessment. Supervision is much broader than evaluation and involves supporting teacher growth and professional development for the ultimate purpose of improving student learning in relation to standards.  

    Additional Resources: Supervising Your Faculty With A Differentiated Model (PDF)  

    Professional Development- Professional development is an ongoing process of learning, alone and with colleagues. According to the Learning Forward (also known as the National Staff Development Council), the best professional development experiences ensure educators acquire the necessary knowledge and skills to support students in learning at high levels. Professional development must be results-driven, standards-based, and job-embedded.  

    Additional Resources: Middletown Professional Development Principles  |  Middletown Teacher Center  |  Looking at Student Work

    Communication- Communication is a two-way process of sharing information between parents, community members, teachers, students, administrators, school staff members and others.  

    Additional Resources: North Central Regional Educational Laboratory-Critical Issue: Creating the School Climate and Structures to Support Parent and Family Involvement  |  Crisis Communication Guide and Took Kit (NEA)

    Resources- Resources are the time, expertise, and materials needed to support improved student learning. Expertise includes teacher qualifications, licensure, and ongoing professional development. Materials are the books, supplies, and equipment used by students, teachers, and administrators to support the process of learning. Money is the resource devoted to making time, expertise, and materials available for learning.

    Policy- Policy is set by the Board of Education to guide all actions that take place within schools and districts.

    View the Middletown Policies Page