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Instructional Update - December 2017

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EHPS Theory of Action #1: Ensure High Quality Instruction

Health & Physical Education

Planning & Organization: The HPE department has been working together in grade level IDT teams to develop lessons that incorporate a variety of formative assessments to monitor student progress and attainment of learning targets.

Classroom Environment: Respect, trust and personal responsibility are attributes we are continuing to focus on in our classrooms. This is very important as we begin our Healthy Relationships and Sexual Health curricular units.

Application & Practice: 9th grade students are participating in Be Proud! Be Responsible!, a program designed to help students further develop their decision making and self-management skills in order to keep themselves healthy. 10th grade students are learning how to access reliable and accurate information to make healthy choices and know where to go for support, guidance and resources. 11th grade students are analyzing a variety of influences that play a role in how we develop our own opinions and thoughts on gender, gender roles and stereotypes. A variety of instructional strategies are planned to deliver lessons that will increase student to student discourse and engagement.


Planning & Organization: ESL 1 students have three ESL classes each day: writing, grammar and vocabulary. The students’ native languages include Spanish, Arabic, Vietnamese, and Greek, and the students identify the similarities and differences in
their native languages and English.

Classroom Environment: Seven new students have enrolled since August, and classroom routines and procedures are regularly taught and reinforced.

Application & Practice: In Grammar, students are working on basic grammar concepts such as punctuation, capitalization, and parts of speech. In Writing, students apply their newly learned vocabulary to various genres. ESL 1 students recently completed a unit on animals reinforcing science concepts. 

Assessment/Reflection/Feedback: The final project for the Animal Unit is creating a page on the class wiki on an animal native to their country. In addition to practicing writing, the students are incorporating technology including inputting text and photos and embedding video.


Planning and Organization: Teachers are planning lessons with a focus on vocabulary development and comprehension strategies.

Classroom Environment: Verbal praise continues to be the primary approach to maintaining a positive environment. The use of students giving ‘shout outs’ is an example of this approach. 

Application and Practice: Lessons are being introduced using a whole group approach. Small group work is being used as the means to provide student practice for the subject matter taught. 

Assessment/Feedback/Reflection: Exit passes and learning logs are being used to gather information about the students understanding and knowledge of the lessons taught. This information is used to help determine the effectiveness of the lesson and plan for upcoming lessons.


Planning & Organization: Focus on ensuring objectives are appropriate and used as a teaching strategy. 

Classroom Environment: Focusing on work place skills and how classroom behaviors are work place behaviors. 

Application & Practice: Tech Ed teachers are focusing on math applications and using common assessments. 

Assessment/Reflection/Feedback: Business data team focusing on SAT style vocabulary questions to support the building initiative.


In room 252, Nick Messier, History, has an objective board labeled with:
 Essential Questions
 Date
 Lesson Goal
 Agenda
 Practice


Assessment/Reflection/Feedback: It’s STAR time! Teachers in the English department will be administering STAR during the month of December. After students have completed the assessment, teachers will sit with them to discuss their progress on the test. Students can also see their scores dating back to their first STAR test and start to develop an understanding of their longitudinal progress. Teachers will provide students with an opportunity to reflect on their scores and set goals for themselves for their spring test in May/June.


Planning & Organization: Planning for Discourse, Planning to use objective throughout the lesson. 

Classroom Environment: Skill building to support discourse ie. How do we disagree appropriately? 

Application & Practice: Implementation of discourse in the classroom, whole vs. small group. 

Assessment/Reflection/Feedback: Incorporating ways to assess discourse: sentence stems, student self-assessment.


Application & Practice: Assessing individual student performance in large-group ensembles presents significant logistical challenges. The music team has been exploring strategies and solutions rooted in student leadership, student responsibility, and technology. 

Assessment/Reflection/Feedback: A review of student work on the CBA has led to the refinement of both one of the prompts as well as the rubric. The team is figuring out the best way to leverage technology through Google Drive to track student data, and use it to drive targeted instruction.


Planning & Organization: Students are meeting with counselors regarding improvement and/or enrichment opportunities. 

Office/CCR Environment: Counselor and student discourse.

Application & Practice: Student will be able to access resources.

Assessment/Reflection/Feedback: School counselors will help students identify strengths and areas for growth and promote college and career competencies.


Planning & Organization: Teachers are planning instruction with a focus on math vocabulary instruction and SAT practice. Teachers analyze data in IDTs, identify common misconceptions and plan to address those misconceptions. 

Classroom  Environment: Teachers continue to establish and develop positive relationships with students. Data walls are up and will be updated after STAR data is analyzed. 

Application and Practice: Teachers are incorporating SAT style questions/Khan Academy and providing differentiated activities/assignments. Teachers are increasing student centered learning experiences. 

Assessment/Reflection/Feedback: Teachers continue to utilize various formative assessments to assess student learning and analyze in IDTs. Teachers will analyze STAR data to inform instruction


Planning and Organization: Social Studies Teachers have planned and developed Close Reading 2 Focus Questions. 

Classroom Environment: Great Books Discussions have centered student discourse with teachers only asking questions. 

Application and Practice: Students have been working in stations with teachers monitoring discussion and providing feedback. Students are developing more performance based assessments (eg. making laws for immigration).

Assessment/ Reflection/Feedback: Civics Teachers used a five question survey to have students self-assess a class discussion for Shirley Chisolm's Article about Prejudice in 1970.


Teacher: Melissa Edge

Department: CTE: Business

About the teacher: Melissa has been teaching at EHHS since 2002.


94% completion across departments.

*Focus on student to student discourse


  • Hartford Courant Top Work Places 2011 Award Ribbon
  • Hartford Courant Top Work Places 2012 Award Ribbon
  • Hartford Courant Top Work Places 2013 Award Ribbon
  • Hartford Courant Top Work Places 2016 Award Ribbon
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