A tightly integrated General Studies and Judaic curriculum is the foundation of our learning environment and based on the following primary tenets:
- The MWJDS curriculum develops 21st Century Skills and leverages Massachusetts Curriculum Frameworks.
- The MWJDS curriculum is based on Understanding by Design (UBD) theory where students construct meaning rather than passively receiving content.
- MWJDS follows the Responsive Classroom approach, to emphasize social, emotional, and academic growth in a strong and safe environment.
- At MWJDS, Social Justice is woven into lessons at every grade.
- Students Ongoing and multi-dimensional Assessments
21st Century Skills
In a world of instant information, students are expected to master an unprecedented and ever-growing body of knowledge. Competency in reading, writing, and mathematics alone is crucial but not sufficient. Students must be prepared for a highly technological world where process skills, such as information management and critical thinking skills, enable students to synthesize information. They must acquire individual competencies while understanding their own learning styles as well as working well in groups. MWJDS provides a strong foundation of self and community enabling students to be confident and realize their personal goals.
Understanding by Design
Understanding by Design (UBD) approach requires the teacher to plan lessons with the end goal in mind. The teacher plans units by determining what students should know (the facts), understand (long term memory), and be able to do (the skills). Another key element is the evidence (the assessment) students will provide to demonstrate that they have mastered a concept.
He used to be able to sit in public school for weeks unnoticed by the teacher and without answering any questions. Now he has to answer questions every day. There is no way to slip by unnoticed. ~ Parent of 3rd grader new to MWJDS this year
Lessons are then built around interdisciplinary and differentiated concepts that empower students to learn in a number of ways. MWJDS teaches students to use critical and creative thinking skills to define issues and problems, to consider alternatives and to make decisions. Students are at the heart of the learning process.
Responsive Classroom
MWJDS leverages The Responsive Classroom model to emphasize social, emotional, and academic growth in a strong and safe environment. The goal is to enable optimal student learning. The Responsive Classroom approach is based on the premise that children learn best when they have both academic and social-emotional skills. The approach therefore consists of classroom and school wide practices to deliberately help children build academic and social-emotional competencies.
There are seven basic principles underlying the responsive classroom approach:
- The social curriculum is as important as the academic curriculum.
- How children learn is as important as what they learn: process and content go hand in hand.
- The greatest cognitive growth occurs through social interaction.
- There is a set of social skills children need in order to be successful academically and socially: cooperation, assertion, responsibility, empathy, and self-control.
- Knowing the children we teach–individually, culturally, and developmentally–is as important as knowing the content we teach.
- Knowing the families of the children we teach and working with them as partners is essential to children’s education.
- How the adults at school work together is as important as individual competence: Lasting change begins with the adult community.
MWJDS Bullying Prevention and Intervention Plan
In compliance with new MA state regulations, all private and public schools are required to have a bullying prevention plan.
MWJDS already implements Responsive Classroom, emphasizes strong Jewish values in our curriculum and invests in the emotional and social development of our children. This MWJDS Bullying Prevention and Intervention Plan reinforces our goals to help our children continue to internalize the values of respectful, caring behavior for each other.
Social Justice
Social Justice is an essential part of our community at MWJDS. Our hope is for students to develop their unique sense of purpose and direction for a life long contribution to improving the world. Our commitment to tikkun olam is integrated into all levels of our curriculum. We provide students with many opportunities to make a difference, take action, and have empathy for others.
Led by MWJDS Founder Renée Finn, students participated in Combined Jewish Philanthropy’s Super Sunday penny drive.
Assessment
MWJDS is committed to ensuring academic success of all our students. In order to do so, we measure our students’ learning as well as our teaching.
We use a variety of techniques to assess progress including analyzing student work from a 360 degree perspective. Homework, quizzes, portfolios, and standardizing reading and math assessments, and teacher evaluations all contribute to a full view of your child’s progress. In addition, teachers use the analysis of student work and testing to inform their teaching and enhance instruction.
Standardized Testing
Starting in Grade 2, the G*MADE math assessments and G*RADE reading assessments are administered in the fall and spring. The DRA, a standardized reading assessment, is administered twice each year, starting in Kindergarten.
Parent Teacher Conferences
In the fall and spring, teachers and parents/caregivers meet to discuss student progress. The discussion is interactive and is the perfect time for any issues and accolades to be addressed. Students, starting in grade 4, prepare and participate in their teacher conferences. This process deeply involves older students in their progress, enables them to be keenly aware of their successes and areas for improvement, and helps them to take greater control over their learning experience.
Student Portfolios
At MWJDS, students develop a portfolio of their work beginning in Kindergarten. Each year, students and teachers select pieces in all subject matters that best reflect children’s progress. Our annual Portfolio Day, held each spring, allows our students and families to explore the entire portfolio together. Through this process, we can see the real growth in the child’s abilities.