Now that summer has officially ended, and school is back in full swing, The New Century School kicked off the 2017–2018 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies.
The evening began in the gymnasium of building north with Head of School Alicia Danyali warmly welcoming parents, new and old, and introducing TNCS’s teaching staff. “They make the school an amazing experience for the students everyday, with their nurturing and professional expertise that enables a professional learning community,” said Mrs. Danyali. She also reminded the packed audience about the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service are displayed throughout the school and emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles.
As TNCS enters its 11th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children. (To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read TNCS-Back-to-School Night, 2013, Back-to-School Night, 2014, Back-to-School Night, 2015, and Back-to-School Night, 2016.)
Elementary/Middle School Break-Outs
Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Global Studies teacher Beatriz Cabrera and new English language arts and Science teacher Jon Wallace. Mr. Wallace introduced himself, saying:
This is my 15th year teaching, 13 in private, and 2 in public recently. I’m very happy to be here with this amazing bunch of students who are all so diverse, and it’s wonderful working with the parents. I became a teacher because I really enjoy seeing the students learn. It’s a great thing when you see the light bulb go on. When I child first realizes a concept or becomes good at doing something, learning skills, to see that happen is just amazing. I come from a family of teachers and I’m working hard to give the students the best education I could possibly give. I’ll be here early, and I’ll be here late to try and give the best to your children.
Sra. Cabrera handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. “Check the planners and make sure to sign them. You will receive four quarterly report cards, we and will have two parent/teacher conferences, one in November and one in February. We are always available to meet with you and discuss anything you want,” she said.
A deeper dive into each subject’s curriculum followed.
New art teacher Eunhee Choi made a cameo appearance (she had several classrooms to visit) and told the group, “I was born and raised in Korea—South Korea,” she clarified, to audience laughter. “I’ve been teaching 17 years. I’m very happy to teach here, I feel very comfortable in this school,” she finished. Students have music, physical education, and art twice a week.
English Language Arts
ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Reading themes will include realistic fiction, fantasy, biographies, mystery, immigration/migration, historical fiction, and folktales. Writing will focus on a variety of skills including narrative, informational, persuasive/opinion, and poetry. We will continue using Lucy Calkins in the classroom throughout the year as well. (See State-of-the-Science Elementary Writing at TNCS for more on her acclaimed approach.)
In spelling, Wordly Wise 3000 and Spelling Workout will be incorporated. Wordly Wise 3000, focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. Spelling Workout is a more traditional spelling program to help improve on identifying spelling patterns. “Our goal is to focus on vocabulary development, which will enable students to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Spelling will be focused on helping improve student writing,” explained Mr. Wallace.
The major science themes throughout the year that will guide learning and understanding will include electricity and magnetism, chemistry, the Scientific Method (Science Fair), and oceanography.
In math, students will work in small groups and independently everyday as well as do Khan Academy—the Daily 3. “They will do different math games and once again participate in Math Kangaroo, said Sra. Cabrera. “We will practice these problems in class and continue to use Singapore math. I will work with them in small groups mostly. I think it’s better to help them gain confidence.” Middle school students will be introduced to the Go Math curriculum.
Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but we be differentiated based on grade level:
Quarter One, Ancient World Cultures
Quarter Two, World Cultures and Geography
Quarter Three, Civics
Quarter Four, American History
As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. “Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued.
Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance-based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.
Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my second year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divided students into groups based on levels,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.”
The question on BTS attendees minds’ was, “what’s up with homework?” Here is the breakdown:
Chinese: Grades 3–7 will work on a small packet the 2nd and 4th weeks of the month.
Spanish: Grades 3 and 4 will work on a small packet the 2nd and 4th weeks of the month; 5th- 6th, and 7th-graders will have homework weekly.
Math: Homework will consist of 15 minutes of problem solving or Workbook completion.
Language Arts: Each week, there will be one lesson in Wordly Wise, a list of vocabulary words to know, and various assignments to complete.
Although BTS night is over, know that “teachers and administration are always available to answer any questions regarding your student’s development as we partner throughout the school year,” as Mrs. Danyali put it. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff who are adopting new roles and taking the school in new directions! Stay tuned!
Here are links to other elementary classroom BTS Night handouts for your convenience.
Beatriz Cabrera joined The New Century School this 2016–2017 school year as teacher of elementary and middle school Math and Global Studies. She teaches these two subjects in Spanish, immersing her students in the Spanish language while providing content unrelated to language-learning.
Her background is brimming with teaching experience. After earning a Master’s Degree in Mathematics in her native Spain, Sra. Cabrera began working at a Spanish middle and high school similar to a U.S. charter school. She taught there for 4 years and enjoyed the experience very much, having developed quite a rapport with her coworkers. She still visits them each time she returns to Spain, she says.
When Sra. Cabrera and her husband arrived in the United States from Madrid 2 and 1/2 years ago, she did not speak any English. Since then, she has become fluent enough to teach in both English as well as her native Spanish. She says that although she studied English grammar through high school, using the language in real-life contexts is much different (hence the need for a more immersive approach to language-learning in schools). Her early efforts with the language proved to be of little use. “When I first came here,” she says, “I could not understand a single word!”
Once here, and thrown into the culture, she realized that she just needed to start speaking if she was ever going to be proficient with English—a very immersion-style concept. She emigrated from Spain because her husband, a research scientist, got a position at the National Institute of Aging at the Bayview campus to study how to maintain good health as we age.
When she moved to Baltimore, she found a teaching position after only a week at the Baltimore International Academy, where she taught Math and Science. There, she met Manuel Caceres, who later encouraged her to consider TNCS. She first found out about TNCS, however, because the head of her husband’s research group (also Spanish) highly recommended it, his daughters having attended as preschoolers. She laughs, “I applied just in case, and here I am!”
“I am very happy to be here,” she continued. “I appreciate the environment and my coworkers. The students are very lovely and work very hard. They have a lot of good energy and are very inquisitive. They have an excellent attitude—they love to learn. That is the most important thing.”
Reflections on Dual Language-Learning
She teaches math in Spanish to two separate groups: the 4th-, 5th-, and 6th-graders and the 2nd- and 3rd-graders. She explains:
Spanish and English are very similar languages, so it’s easy for them at this age to work in both languages. It’s important to start early. The materials are all in English, so they are also learning the related English vocabulary, which is necessary, because when they get to high school, they will need that foundation. At the same time, learning in math in Spanish is a great opportunity for them to be special. Not everybody knows a second or even a third language. So this kind of learning makes them more competitive. Being totally fluent in Spanish and Chinese—speaking, writing, reading—will set them apart.
The speaking part, in particular, distinguishes their abilities. Reading and writing in another language can be somewhat easier, as that is how foreign languages are traditionally taught. Being taught another subject entirely in that language, however, trains the brain to operate, to think, in that language—the hallmark of fluency. “When they are in class, they don’t think, ‘I am learning Spanish.’ They think, ‘I am learning math.’ But, in effect, they have 90 minutes of learning two different subjects at the same time, which they don’t even realize.” They are working, enjoying math, but also assimilating Spanish very organically.
Sra. Cabrera also teaches Global Studies to TNCS 2nd- through 6th-graders, which is a new discipline for her. “I have found that Global Studies is something I really like. Again, the materials are all in English because knowing the relevant English vocabulary is important. But, when they make presentations or do projects, they get extra credit for using Spanish. Once again, they do not even realize they are also learning Spanish.” She laughs again—“And also the parents are learning Spanish!” Parents who probably oversaw the creation of the “Egipto” presentations, that is (wink, wink).
“The harder part for the students and the part that takes longer to learn is speaking, and I can understand their feelings. Even going to a restaurant was a challenge for me when I first arrived, so I get it. When they try to speak and find they do not know a word, they lose confidence. I tell them, ‘Just try.’ I am not going to say to them, ‘You should know this.’ No, they are here to learn.”
In her spare time, she explores the United States. “This is a big country with a lot of very interesting places to visit. I have been to Boston, Niagara Falls, Miami, New York a couple of times, Chicago, San Francisco. My next goal is New Orleans.” She also feels a special warmth for Baltimore, but recognizes the city’s pervasive socioeconomic issues. “At my other school,” she says, “my students had family and social problems. They hated snow days because they did not want to have to stay at home—they preferred to come to school. That is so sad. At the end of the day, all they need is love.”
She explains that the way teaching is done in the United States is very different from how it is done in Spain (where adhering closely to an extensive curriculum is paramount). “I am also learning and developing professionally, which is very important. Here, students learn faster because they are pursuing what interests them and they want to be here. We can play math games, for example, which increases their enjoyment but also facilitates the learning process. Sometimes, rote memorization is more emphasized in Spain, which method I do not like. But Spain is starting to emulate some U.S. approaches,” she says with relief.
TNCS is very lucky to have this kind of dedication and insight in all its teachers, and Sra. Cabrera fits right in. “For me, teaching is something I love. I always knew I wanted to be a teacher. I never saw myself as anything other than a teacher, even from very young. I love what I do. It is not just a job.”
On the first two Thursdays of December, The New Century School hosted Information Nights about TNCS elementary and middle school programs, the first for current elementary/middle school families, the second for prospective families including those currently enrolled in TNCS’s preschool program.
The event is the best opportunity to get an in-depth look at the various curricula. After an introduction by TNCS Head of School Alicia Danyali, each teacher described his or her classroom approach and particular subject area. Following these teacher presentations, audience members asked specific questions of the presenters. They also had the chance to flip through relevant curriculum materials.
The TNCS Difference
Mrs. Danyali first explained that one big change from the primary program is that, beginning in elementary, students have a homeroom teacher but then cycle through other classrooms throughout the school day, receiving instruction from a “team” of teachers, who each teach by subject area, rather than remaining with primarily one teacher as in preschool. Another key difference is that fewer Montessori elements are incorporated in the curriculum, although certainly the spirit and even some of the math materials are retained, depending on grade level.
Aspects that do continue from the preschool program include combining age groups within individual classrooms. “Staying true to our philosophy that students learn best in a mixed-age environment, we do combine ages in our elementary and middle school programs,” Mrs. Danyali explained. Thus, there are currently two K–1st-grade homerooms, one K–2nd-grade homeroom, a 2nd–3rd-grade homeroom, and a 4th–6th-grade homeroom.
Another continuous feature is individualized instruction—meeting the child at his or her academic and social level.
Her discourse then turned to what sets the TNCS elementary and middles school programs apart from those of other schools: “One thing we really believe in is learning languages,” she continued. “Every single day, your child will have individual time with their language educator, so they get a 45- to 90-minute block of Spanish and another with Mandarin Chinese. As their skills develop, they do more focused reading and writing, math, and culture in those two languages.”
Another difference she mentioned is the degree of depth in Science and Global Studies. “These disciplines are theme based as well as cross curricular,” she explained, “resulting in deeper exploration of the topics. For example, in Quarter 1 of the 2016–2017 school year, students studied Egypt, with projects differentiated by grade level. The topic of Egypt carried over into English Language Arts as well as art class. We ensure that they get the full experience across the curriculum.”
Finally, so-called “specials” classes—that is, art, music, physical education—each take place twice weekly, which subjects get squeezed out of many public and charter school curricula to make room for disciplines more geared toward “what’s on The Test.”
Mrs. Danyali also has implemented twice monthly assemblies that explore aspects of character development, each assembly devoted to a particular theme. So far this year, elementary and middle school students have been taking a deep dive into the four Core Values and have enacted skits, made drawings, and told storied to illustrate what these concepts mean to them. Service learning, in particular, has been a key focus in the elementary and middle school program, and students have regularly participated in initiatives both in and around school as well as for the surrounding communities such as by serving as “safeties” who escort younger students from the car line into the school building a few mornings per week, cleaning up Gunpowder Falls State Park, and serving as “blanketeers” through Project Linus.
Science & Math, Kindergarten through 2nd Grade
Kiley Stasch is in her second year at TNCS. As Science and Math instructor for K–2nd grade, she explained that in Kindergarten, the Montessori approach to math is used, which relies on manipulatives to demonstrate increasingly abstract concepts. The “Daily 5” (or some permutation thereof) is also used for classroom management as well as to provide very individualized instruction. Divided into small groups, students rotate with their group through a series of five stations: computer technology time (ABC Mouse, SuccessMaker, Khan Academy, depending on age and skill level), hands-on math games with partners or individually, meet the teacher, read to self (math- and science-related topics), and a science center.
“Although all levels are doing an energy unit, currently, what I’m doing with my Kindergarteners will be different from what I’m doing with my 2nd-graders and different from what Mr. McGonigal is doing with his 6th-graders,” she explained. “We try to build our instruction on whatever the students need, what they are capable of, and guide them as far as they can go.”
English Language Arts, Kindergarten through 2nd Grade
Adriana Duprau has been with TNCS for 7 years and is the lead for English Language Arts and Global Studies for K–2nd grade. “We have 45 students in our cohort [about 12 but no more than 16 per class], which includes many different personalities and abilities. Our goal is to make sure they get the personalized instruction they need. They also stay motivated to progress by their peers who might be working on something they aspire to.” This class also uses the Daily 5 approach. Here it is read to self, read to someone, word work, listen to reading (on the computer), and writing work. “Even my youngest 5-year-olds can quietly and independently rotate among these stations. It works very smoothly and allows me to work with at least four groups a day, meaning that students get one-on-one teacher time virtually every day.”
“It’s nice to see my students working at their own level, not necessarily their assigned grade. Because I have mixed ages and therefore multiple curriculum materials, I can provide higher level materials for the student who is rapidly advancing,” she said.
Spanish Language Arts, Kindergarten through 2nd Grade
Profesor Manuel Caceres is in his second year of teaching at TNCS and teaches Spanish speaking, reading, writing, and grammar to the K–2nd cohort. “I know you hear about me a lot,” he joked. “Each teacher has his or her own recipe to provide each student with the best academic experience.” He uses the Santillana platform for helping students develop skills and achieve fluency but was quick to remind us that there’s no magic bullet for learning another language.
He uses Daily 3—writing, reading, and speaking—in the classroom. He approaches the curriculum by school quarter, starting with the basics of vocabulary and handwriting and building on reading comprehension and, for example, verb conjugation, as the year progresses. He also incorporates games, singing, and media to keep them moving and engaged. “Academically, they will be at a very high level in terms of Spanish proficiency when they eventually transition to high school,” he said. “It’s a really amazing opportunity that the school provides.”
He explained that he also tailors his lessons to connect with the areas of exploration happening in other disciplines, such as the unit on Egypt (Egipto) already mentioned. As with other teachers, he also makes sure that instruction is individualized and sees a wide range of abilities and skill level among the cohort.
Mandarin Chinese, Kindergarten through 6th Grade
Another teacher in Year 2 at TNCS, Wei Li, or “Li Laoshi,” teaches Mandarin Chinese to all elementary and middle school students. “We use the same methods here as were used in preschool to teach Mandarin,” she explained. This method centers on Total Physical Response (TPR), a proven strategy that incorporates movement to deepen comprehension. “So, we sing, we dance, and we play games in Chinese class. But, we focus more on Chinese characters and reading skills in elementary and middle school, so they can read books independently,” she explained.
“Another way we incorporate TPR is with acting out stories each Friday,” she went on. They write these stories and act them out on stage. “Books are the backbone of the curriculum,” she said, “and students can progress at their own pace through them.” Here again, due to the mixed ages and as well as the varying degrees of skills among them, individualized instruction is paramount. To achieve this, Li Laoshi uses the Daily 5—meet with teacher, write sentences using Chinese characters, read books, play games, and use the computer.
Cultural elements are also emphasized, so they do a lot of cooking and eating Chinese food as well as playing traditional Chinese playground games, such as jianzi, a feathered shuttlecock (see photo) played similar to hackey sack, and Chinese squash. Calligraphy and painting is also taught to further promote the students’ interest in learning Chinese.
Art, Kindergarten through 6th-Grade (So Far)
Elisabeth Willis has been at TNCS for years and in different capacities. She now, in fact, teaches art to all TNCS students, including pre-primary and primary students. By Kindergarten, her students have attained functional skills and can apply them ever more masterfully. She also incorporates Art History at this point, which is her specialty. Her students can now recognize artwork by artist.
Mrs. Willis encourages her students to bring their ideas for projects to her, and, as such, did some bookmaking with them earlier this year. She also encourages them to embrace their own styles and adapts assignments as necessary to accommodate, for example, a student’s inclusion of more detail than was called for. Instead of using oil pastels to add color to such a piece, she allows that student to use a different medium.
Importantly, she links art class with other content areas, to deepen and enrich the student’s experience. When they were studying Ancient Egypt, for example, she introduced them to hieroglyphics, and some students even began sending notes to each other written in this representational alphabet. The older students even designed cartouches to feature their hieroglyphic messages.
“Art is a more meditative place in the school,” she said. “The students relax, do some introspection, and really put the work out there. I’m very proud of them,” she said. “All of my students are doing art past what they would be learning in their assigned grade. Kids are more than able to make really good art, despite what a curriculum made by adults says.”
English Language Arts & Science, 2nd Grade through 6th Grade (So Far)
Dan McGonigal is in his third year at TNCS, having worked in different capacities in the elementary program and teaching English Language Arts and Science for the 2016–2017 school year. Mr. McGonigal also taught for 8 years in the public school setting. With his dual perspective, he says, he clearly sees the advantages that TNCS students have in this program. “As several teachers have mentioned,” he explained, “we are highly individualized with students’ education, and this is certainly also true for 2nd- through 6th-graders. We try to meet students at their ability level rather than their assigned grade level, whether it’s a 6th-grade student reading at a 4th-grade level, or a 4th-grade student reading at a 6th-grade level.”
The focus of his reading class is to get students thinking more deeply about the content, to pick up context clues and infer the author’s meaning. “We also do a lot of discussion-based learning when it comes to language arts acquisition,” he said. “Building on the skills that students have learned earlier and applying them to higher-level texts, we are developing a love of learning in students.”
Regarding writing, he says he tries to find opportune moments to ask for a piece of writing to make it “real.” “Instead of doing writing in isolation,” he explained, “we apply it to a real-world situation. We integrate writing not only with what we are reading but also with science topics and any other content areas.” Chapter books, teacher-led discussions, and student-led discussions comprise a big part of class time, and he also incorporates spelling and vocabulary acquisition with Wordly Wise, which puts challenging vocabulary in context and gives words multiple meanings. In spelling, he emphasizes patterns rather than rote memorization in order to build up skills.
Moving on to science, he describes himself as a “passionate science educator.” “I recently got certified as a STEM Education Leader, among the first cohort of only eight teachers to receive this certification from Towson University.” He says he integrates engineering everywhere he can, always applying it to solving real-world challenges and problems. “For example, he explains, “we have just started our energy unit, and after we have learned all about energy and how it works, what it is, and its different types, we will then put that knowledge to use in an engineering challenge. It’s a way to really bring that instruction alive, and it’s also a great way to assess students insofar as their designs and creations reveal the thinking and understanding that went into them. We are developing 21st-century skills and instilling the kinds of habits that The New Century School embodies.”
Curriculum materials include Engineering is Elementary, Fox Education Systems, and a lot of teacher-created items designed with individual students in mind. “In 2nd through 6th grade, we are getting more serious in terms of holding students accountable for their learning. We start to see quizzes and tests, for example, all to make sure each student is getting what he or she needs,” he concluded.
Math & Global Studies, 2nd Grade through 6th Grade (So Far)
Beatriz Cabrera is new to TNCS for the 2016–2017 school year (look for a Meet-the-Teacher post on her in the coming weeks) and teaches Mathematics and Global Studies to 2nd- through 6th-graders. But that’s not all—Sra. Cabrera teaches her subject areas in Spanish, thus providing an authentic immersion experience. Thus, students enhance their Spanish language acquisition and also learn core content in that language.
“I came from Spain 2 years ago,” she said, “and I am really happy to join The New Century School. My students are learning Spanish very quickly.” She describes the process by which she pulls of the amazing feat of teaching Math and Global Studies in Spanish to mostly nonnative speakers as one of accrual. Initially, she repeated everything she spoke in Spanish, in English, so she could be sure they understood their instructions for a given lesson, until she observed that her students were comfortable enough to go full Spanish. “They are very bright,” she said. Her materials are also in English, so those she translates herself into Spanish.
Sra. Cabrera also implements the Daily 5 rotation approach to class time and dedicates more time on Fridays to playing games. “By the last day of the week, they are tired, so I try to make it fun. They love it,” she said. In fact, this game-playing is strategic in another way by preparing her students to participate in Math Kangaroo, an international competition that U.S. students will join on March 16, 2017.
In keeping with the theme of individualized instruction, she says she also allows students to work where they are. “Students can have the perception that math is hard or that they cannot do math, so I try to make them feel comfortable. ‘You are here to learn,’ I tell them, ‘and the most important thing is to try. You do not need to be afraid if you don’t know how to do something. That’s what you are here to do—to learn how,'” she explained.
Currently, in Global Studies, they are studying the Ancient Roman and Greek Empires, having completed their “Egipto” unit in the first quarter. Here again, she translates her class materials into Spanish and encourages students to also speak and write in the language, often offering extra credit if they do so. In this class, the focus is not so much on proper usage as on just usage. Grading on grammar and the like is reserved for another class.
Spanish, 2nd through 6th Grade
Fabiola Sanzana is another TNCS veteran, having been with the school for many years. She teaches Spanish to the 2nd- through 6th-graders. “I am from Chile,” she began, “and in my culture, the Spanish language is very, very important, especially in terms of writing.” All of her materials are Latin American based that she obtains from her teacher networks.
Sra. Sanzana is currently teaching her students how to interpret instructions. Nothing is in English, and she expects them to figure out and understand their instructions in Spanish, which they manage very well. “I give them the tools,” she says, “such as how to use online Spanish dictionaries and to choose the most accurate translation, so they can proceed with a given activity.” She describes how, at the beginning of the school year, students relied heavily on the dictionaries (parents may recall this during homework time), but now they have progressed beyond the need for such help and can read and interpret the instructions independently. “They have assimilated an enormous amount of vocabulary,” she said.
They are also learning syllables, nouns, big numbers, and more. “They are not little kids anymore. They are ready and able. Also, if they have been with Profesor Manuel, they come to me with very advanced vocabulary,” she said. “Here they are facing more difficult lessons and advanced Spanish.” She emphasizes correct pronunciation in speech and correct orthography, including accent marks, in writing.
She implements a Daily 3 rotation in the classroom: one-on-one instruction, in which they address specific concerns about assignments or cover new material if appropriate; read to self or others, in which they have begun reading short novels and answering related questions to test comprehension (which Sra. Sanzana deems “amazing”); and group work that might include dictation, role-playing, games, or songs. Her students always want more, she says, which is a very good sign indeed!
Regarding instructional differentiation, her class is composed of a spectrum of levels from native Spanish speakers to novice speakers who just joined TNCS this year. “I prepare materials for each student,” she says. “I meet with all of them to determine where they are and teach accordingly.”
After the teachers each spoke, Mrs. Danyali explained some administrative points that are always frequently asked about, such as that TNCS sends out report cards four times a year, with a specialized reporting system that accommodates a multilingual school. TNCS is also MSDE (MD State Department of Education) certified. Parent–teacher conferences are held twice yearly, and teachers may be contacted separately at any time to address specific concerns or just to check in and keep the lines of communication open. Homework begins in Grade 2 and is given on Mondays, with the remainder of the week to complete it. Prior to Grade 2, nightly reading is encouraged.
The evening ended with Q&A between staff and audience on specific points, and curriculum materials were made available for parent perusal. Current families appreciated the in-depth look at the elementary and middle school programs and the amount of preparation that went into each teacher presentation. Prospective families were surely impressed by the robustness of education at TNCS. From the academic rigor infused into core subjects, to the multilingualism, to the emphasis on The Arts, coupled with the customized instruction each child receives, these elementary and middle school programs are truly unique in Baltimore.