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Instructional Update - January 2018

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EHPS Theory of Action #1: Ensure High Quality Instruction

Health & Physical Education

Planning & Organization: Our 9th-grade health education students participate in the Be Proud! Be Responsible! curriculum, which is a ten to twelve lesson unit that aims to prevent teen pregnancy, HIV and other STI infections in amongst adolescents by improving their knowledge, attitudes and personal behaviors regarding sexual health.

Classroom Environment: Classroom norms have been discussed and agreed upon so that students feel comfortable and respected in order to work collaboratively in groups and participate in classroom activities and discussions.

Application & Practice: This unit uses group discussions, videos, games, brainstorming, experiential exercises, and skill-building activities to improve teens knowledge about HIV and STDs, and to increase self-efficacy and skills that might help to avoid risky sexual behavior.

Assessment/Reflection/Feedback: Students will participate in surveys, discussions, activities and hands-on tasks to assess their knowledge of facts regarding teen pregnancy, HIV and STI infections.


Planning & Organization: In Chinese 3, most students are sophomores who completed Chinese I at Sunset Ridge or EHMS. The students are focused on increasing vocabulary fluency and using it in an authentic manner.

Classroom Environment: In this class, students are accustomed to self-reflecting and providing peer feedback on their vocabulary skills to increase their proficiency.

Application & Practice: Chinese 3 students are in the “Visiting Friends” unit where they prepare to visit a friend and have a typical conversation. At the end of the unit, the students describe the visit including cultural aspects.

Assessment/Reflection/Feedback: This unit assesses writing, speaking, and listening. Students will re-enact the visit for their final presentations. After writing the script, groups of students will portray themselves, the friend, and their family all in Chinese.


Planning and Organization: Developing and increasing the students’ vocabulary will be a primary focus. Using context clues in the traditional Transition English classes, and learning safety words for independent living in the Functional Life Skills English classes will be emphasized.

Classroom Environment: Reviewing of the lesson objective as well as routines and transitions stated in the posted lesson agenda will continue so as to ensure the students clearly understand the expectations for the lesson.

Application and Practice: Peer to peer interaction is the primary way to be used to encourage student to student discourse.

Assessment/Feedback/Reflection: Feedback will be given primarily on an individual basis.


Planning and Organization: Focus on incorporating meaningful students discourse.

Classroom Environment: Focusing on engaging activities as we finish up the semester and being aware of SEL strategies.

Application and Practice: Focus on workplace skills.

Assessment/Feedback/Reflection: Students focusing on self-reflection using the workplace skills rubric as they assess where they feel they are.


 Courtesy of Jenna Rodrigue, room 217.


Planning and Organization: English teachers are working on using data from the PSAT to drive classroom instruction.

Application and Practice: 10th and 11th-grade teachers are using Khan Academy in their classes to provide students with access to SAT practice.

Assessment/Reflection/Feedback: Teachers are using the time leading up to exams to review SLE rubrics with students and provide them with feedback on their progress to date


Planning & Organization: Planning for student discourse.

Classroom Environment: Grouping arrangements that support discourse.

Application & Practice: Implementation of discourse strategies for example, Diamond Discussions, Four Square Discussions.

Assessment/Reflection/Feedback: Data teams continue to reflect on common accountable talk experiences in order to move their collective practice in this area forward.


Classroom Environment: Project-based learning presents unique challenges. How does the teacher support an environment of high expectations when students work at different paces? Both the art and music teams explored this question together and shared ideas for how to keep all students engaged for the duration of a project.

Application & Practice: Rhythm literacy is an essential skill for developing independent musicianship. In the month of December, the music team shared strategies for how to differentiate instruction and support all students in building this important skill. The art team collaborated to identify key elements that make an artwork suitable for in-depth analysis and interpretation.


Planning & Organization: Counselors developed presentation and plan for score report review.

Office/CCR Environment: Counselor and student will set goals and plans regarding PSAT scores.

Application & Practice: Student will be verified College Board accounts and link Khan Academy.

Assessment/Reflection/Feedback: School counselors will review PSAT score reports with students in English and Math classes.


Planning & Organization: Teachers are planning for more student-centered activities and incorporating more SAT practice and vocabulary.

Classroom Environment: Skill building to support student-centered learning and discourse.

Application and Practice: Implementing student-centered activities with building student discourse. Teachers are incorporating SAT-style questions/Khan Academy and providing differentiated activities/assignments.

Assessment/Reflection/Feedback: Communicating success criteria with students and providing opportunities for students to self-assess. Teachers will analyze SAT items and utilize the data to plan for instruction.


Planning and Organization: EHHS Social Studies Teachers have used Instructional Data Team time to plan comprehensive mid-term exams for all students.

Classroom Environment: EHHS Social Studies Teachers have focused on a student-based classroom approach through the Great Books Process.

Application and Practice: EHHS Social Studies Teachers have had student apply their knowledge through role-playing as president, governor, mayor, and many other highly engaging writing practices.

Feedback: EHHS Social Studies Teachers are utilizing the Response to Reading Rubric to provide feedback to all students.


Teacher: Mev Norige Department: Art Subjects: Drawing, Drawing II, Advanced Art, AP Studio Art

About the teacher: For over 30 years, Mev has worked with all levels of students effectively.


97% completion across departments for December


  • 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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