Our school is helping all students develop the World Class Skills of the Profile of the South Carolina Graduate by providing authentic learning in a supportive environment and empowering all students to become responsible citizens and successful learners. As we transitioned from virtual to in-person teaching and learning, our leadership and teacher teams had to be even more intentional and purposeful in teaching creativity and innovation, collaboration and teamwork, critical thinking and problem-solving, communication, information, media and technology, and the importance of knowing how to learn.
For the first half of the 2021-2022 school year, virtual events continued to be the format for our students and parents. New Parent Events, School Orientations, Student Award Ceremonies, and PTO/SIC meetings were hosted via Zoom, Google Meets, Slideshow presentations, and/or Facebook Live. Our first in-person Awards Ceremony in almost 3 years was held at the end of quarter 3. For parents and students not able to attend in person, certificates were printed and given to students the next day at school. Virtual presentations were also made available for the convenience of parents. Students continued to use Google Classroom to access online resources for their classes and parents grew more familiar with the wealth of resources available in each teacher’s Google Classroom to help their child be successful.
Transitioning back to in-person teaching and learning came with challenges of reteaching students how to think critically, giving peers appropriate wait time, using skills to problem-solve real-world scenarios and relearning how to interact in a socially appropriate manner with peers. While our guidance department focused on helping students relearn how to develop and maintain positive relationships with peers, our teachers , administrators, and our technology specialist stressed the importance of appropriate social media communication. During our Mindfulness Monday or WICOR Wednesday Advisory lessons, personal social interactions and electronic interactions were topics of some lessons. During class, teachers encouraged students to support their thinking with facts, evidence, opinions or text-based information. Teachers also encouraged students to be curious and to ask why when information was presented that they may have misconceptions or misunderstandings about. When our students know the why or the rationale behind content, they are able to make stronger connections.
At Muller Road, we are one team; one direction. Collaboration and teamwork are common practices. Our leadership and teacher teams have the same mission and vision. By having a common focus, our students are able to see how people use each other's strengths for the good of the team to maximize the end result- student success. Our school has come together on many initiatives for the benefit of our students and their success. For example, we were able to hold Content Recovery for the first 3 grading quarters of the school year for students needing extra time and support meeting the grade level standards. We were also able to use Wednesday afternoons as Extended Learning for Math for students scoring below the 25th percentile on MAP Math the previous school year. Students were able to get more time, practice, and help on foundational math skills that would help them feel more confident when working on higher level math concepts. Faculty and staff also worked together on Club Days to help students needing additional academic support. Students had the opportunity to get work completed and learned how to respectfully request the teacher to grade/regrade the assignment for an improved grade. Teacher teams also collaborated and planned Power Lessons that were used on our half-days of instruction. Teachers partnered up with another colleague and lessons included school-wide writes, reading nonfiction articles as guided and independent practice, working on their individual student portfolio of learning or using MAP data as tools for reflection. Typically, the ELA and Math teachers collaborated and planned those Power Lessons. Our collaborative and supportive learning environment are evidenced in such recognitions as National Beta School of Distinction, AVID School of Distinction, Magnet Schools of America Demonstration site, and a National Schools to Watch. Our principal also received the SC Music Educators Association’s Honor Administrator Award.
Our students definitely learned world class skills for communication, information, media and technology over the past couple of years. Students did relearn how to communicate more in-person as we transitioned back to face-to-face instruction. Students making their transition from elementary school to middle school learned how to send and receive emails, how to use a google calendar to organize due dates of assignments/projects/tests, how to use online resources, and how to submit work online, to include attachments of work products. Students who had already made the transition to middle school grew more familiar and comfortable working in Google Classroom, working on tasks collaboratively online, checking out media materials virtually, and being able to present and share their screen with classmates during team presentations. All of our students are issued a district device for use with their education and all of our classrooms have internet access. Our technology specialist offered daily times to troubleshoot technology issues that our students brought forward. School-wide communication continued with phone calls, conferences (virtual or in-person), emails, postal mailings, posts on social media, updates on the school website, and via the district’s Connect Ed Messaging System for messages going out to groups of students and/or parents. Another tool of communication parents were able to access this year was Let’s Talk. The resource was a format for parents to ask questions or seek resolution to questions or concerns they had. The principal was responsible for responding to those posts in a timely manner. We continued to make parent universities/information sessions, quarterly celebrations and school orientations available virtually through the third quarter of the school year.
All students had a Mindfulness Monday lesson weekly that focused on the 7 Mindsets. These lessons were taught during the Advisory period. On Wednesdays, students enjoyed a WICOR lesson that focused on components of writing, inquiry, collaboration, organization and reading. The WICOR lessons were also taught during the Advisory period. Teachers spent time teaching, reteaching, and extending the learning to reach all learners. Teachers allowed students to use resources like class notes, videos, and presentations when completing assessments. Students were given opportunities to get extra help, ask questions and do a retake during Advisory on T/Th/Friday.
Our partner school, Center for Knowledge North (CFKN), continues to be recognized as a Magnet Schools of America Demonstration site, hosting visitors and pre-service interns. CFKN continues to serve K-5 students with a focus on Core Knowledge. Teachers are thoughtful and intentional in designing learning experiences that incorporate the Core Knowledge learning sequence and SC State Standards and continues to be a model center in the district. CFKN offers a premier educational opportunity for students looking for an accelerated pace and exposure to a rich curriculum.
This school year allowed us opportunities to strengthen our school culture and build relationships with our students and families. We will continue to use the individual strengths of our team members to have the maximum impact on our students.
Sean Bishton, Principal
Chris Nesmith, SIC Chairperson