BrowningtonBridgetotheFuture Through the fall of 2016, the BCS staff held discussions about our values as educators and as a school. We also looked at recent data concerning academics and behavior. The faculty was in near unanimous agreement, and by January 2017, we set a dual vision/direction for BCS: Social-Emotional Learning and Engagement in Learning. Together, these make up the Brownington Bridge to the Future. The Brownington Bridge to the Future is like the George Washington Bridge - two decks of traffic each taking commuters where they need to go. The two decks of the Brownington Bridge to the Future are student engagement in learning and social-emotional learning. Both decks are vital to ensuring that our students are successful. Both decks of the Brownington Bridge to the Future are means to an end that we all believe in. Social-EmotionalLearningThat process led us to the realization that improving the Social-Emotional Learning (SEL) of our students is our greatest priority. In the winter, we created a Purpose Statement, Definition, and Outcome Declaration: SEL Purpose, Definition, and Results

At BCS, we focus on Social and Emotional Learning (SEL) to help students make positive contributions to society.

SEL is when students learn self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

As a result of focusing on SEL, BCS will see: o Positive Social Behavior o Fewer Disciplinary Problems o Less Emotional Distress o Improved Academic Performance

In addition, we decided that each teacher will implement the Second Step SEL program in their classroom. This program will include heavy doses of direct instruction and supporting work throughout the week. Second Step blends well with PBIS and Responsive Classroom (RC is in limited use here, but highly valued). Since the spring, we have been working on learning Second Step and ensuring that the structures are in place for next year. StudentEngagementinLearningOur work on engagement was a continuation of the work that the faculty started in 2016. During the 2016-2017 school year, we finished our book study of Total Participation Techniques, the book filled with engagement strategies. We studied parts of the book, practiced strategies, completed peer observations, and listened to staff presentations concerning engagement.

“When students are engaged in learning, they are not merely “busy,” nor are they only “on task.” Rather, they are intellectually active in learning important and challenging content.” (Danielson 2013, p 69)