Mission:  CWES, in partnership with families, is dedicated to ensuring the social, emotional and academic growth of every student in a safe, respectful environment.  
Vision:  Our vision is to work collaboratively with the community to be a high performing school where all students achieve their maximum personal growth.
Goals:  Please see the Strategic Plan.

CWES, A Professional Learning Community
As a professional learning community, we must be able to address the following: First, what do we expect all students to know and be able to do; Second, how will we know if they learned it; Third, how will we respond when they didn’t learn it; and Lastly, how will we respond when they already know it? To learn more about professional learning communities, please visit http://allthingsplc.info/.

What do we expect all students to know and be able to do?

Responsive Classroom is used at CWES to increase academic achievement, decrease problem behaviors, and improve social skills. The goal of Responsive Classroom is to provide an environment for optimal learning. There are ten classroom practices which allow children to feel safe, challenged, and happy. Some of those practices include Morning Meeting, Positive Teacher Language, and Guided Discovery. Please visit responsive classroom for more information http://www.responsiveclassroom.org.

We are proud to use a standards-based report card at CWES.  Teachers analyzed the Common Core Standards to create “I can” statements, or statements that represent the standards in child-friendly language.  The “I can” statements are essentially the curriculum we teach.  We use Everyday Math, Houghton Mifflin Reading Books, and other programs as resources to teach the standards.  Three times a year students receive a standards-based report card that scores the students progress in each “I can” statement (see the standards based report card in Quick Links).  Teachers work with students ALL year to help them master each standard.  The below link from the Springfield School system clearly answers frequently asked questions about Standards-based grading.  
Standards-based Grading FAQ

How will we know they learned it?

By sharing best practices and working in collaborative groups teachers created essentials which are the core pieces of knowledge all students must know. Our essentials align nicely with the state requirements and the curriculum programs. Common assessments are given to assess each essential in each grade. Teachers track whether students learned these core pieces of knowledge.

How will we respond if they don’t know it?

After tracking whether students have learned an essential, teaching teams sit together and discuss how to provide students with new learning opportunities. We created a WIN block, which stands for “What I Need”, where students transition into flexible groups so teachers can intervene and help students understand the information. Some flexible groups occur within the classroom and others occur across grade levels. In addition, CWES uses the RTI, Response to Intervention, process for responding to students who require a systematic intervention.

How will we respond if they already know it?

Because we know all students learn at a different pace, we must be able to reach students at all learning levels.  CWES offers several different types of enrichment.  Our enrichment program is modeled after the Renzulli Triad Model.  Essentially there are three types of enrichment.  

Type 1:  Students are exposed to a variety of activities and experiences that may not be available in the essential curriculum.  Type 1 learning activities occur in the classroom, UA Enrichment, and in the “Cluster Enrichment” days.  Clusters generally are scheduled two to three times a year and the entire school participates.

Type 2: Students learn and develop advanced research skills such as critical inquiry, problem solving, and creative thinking.   Type 2 learning activities occur in small groups within the classroom setting and are facilitated by the classroom teacher and enrichment teacher.  

Type 3:  Individual and small groups of students engage in research investigations in an area of personal interest.  Following their research students share their knowledge with an appropriate audience.  Type 3 learning activities occur in a small group setting with the enrichment teacher.  For more information about Type 3 activities please contact our Enrichment Teacher.