{"id":8,"date":"2012-02-02T14:56:14","date_gmt":"2012-02-02T14:56:14","guid":{"rendered":"http:\/\/brompton.kusd.edu\/new\/?page_id=8"},"modified":"2023-01-25T16:13:45","modified_gmt":"2023-01-25T16:13:45","slug":"about","status":"publish","type":"page","link":"https:\/\/www.kusd.edu\/brass\/information\/about\/","title":{"rendered":"About Brass Community School"},"content":{"rendered":"<h2>School Highlights<\/h2>\n<ul>\n<li>Brass\u2019s family support model helps students achieve more through learning in school and at home.<\/li>\n<li>Students are equipped with additional supports through a variety of community partnerships that help ensure success, such as the United Way Readers are Leaders; KABA and KAFASI mentoring programs; YMCA; and the ELCA Outreach Summer Camp.<\/li>\n<li>On-site counseling is offered to students who may be struggling with mental health issues of their own or within their household.<\/li>\n<li>Clubs and intramurals are offered to students to help round out their educational experience.<\/li>\n<li>Through daily morning meetings, Brass students create a sense of belonging with each other and the staff.<\/li>\n<\/ul>\n<hr \/>\n<h2>School Hours<\/h2>\n<p>*Monday &#8211; Thursday 8:50 am &#8211; 3:50 pm<\/p>\n<p>Preschool Session AM- 8:50 a.m. &#8211; 11:57 a.m.<\/p>\n<p>Preschool Session PM- 12:35 a.m. &#8211; 3:50 p.m.<\/p>\n<p><em>Doors open at 8:35 a.m. \u00a0All students should enter from the back playground doors.<\/em><\/p>\n<p>Students are tardy at 8:50 a.m. if not in their seats.<\/p>\n<p><em>Note: Students should be in their seats by 8:45 a.m. ready\u00a0to go. \u00a0Breakfast will be served at that time.<\/em><\/p>\n<p>*Friday 8:50 am &#8211; 12:46 pm<\/p>\n<p>No school for Pre-K<\/p>\n<p><em><strong><a href=\"https:\/\/www.facebook.com\/BrassCommunitySchool\/?fref=ts\">Like Us on Facebook today!<\/a><\/strong><\/em><\/p>\n<h2>Mission Statement<\/h2>\n<p>The mission of Brass Community School, a neighborhood of learners who celebrate our multicultural diversity, is to inspire all children to reach their highest academic and social potential by providing quality education in a safe and welcoming environment.<\/p>\n<p><strong>&#8220;Working Together, Expecting Excellence&#8221;<\/strong><\/p>\n<p><a href=\"https:\/\/www.kusd.edu\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1388\" src=\"https:\/\/www.kusd.edu\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic-191x300.jpg\" alt=\"bulldog final\" width=\"121\" height=\"190\" srcset=\"https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic-191x300.jpg 191w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic-655x1024.jpg 655w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic-111x175.jpg 111w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/bulldog-final-graphic.jpg 1907w\" sizes=\"auto, (max-width: 121px) 100vw, 121px\" \/><\/a><\/p>\n<h2 style=\"text-align: center;\"><strong><em>&#8220;All Means All&#8221;<\/em><\/strong><\/h2>\n<h2>History<\/h2>\n<p>Brass Community School construction was completed in time to open its doors for the 2008-2009 school year.\u00a0 The school combined staff and students from Durkee Elementary School (1905 &#8211; 2008) and Lincoln Elementary School (1930-2008).\u00a0 Both schools were rich with\u00a0Kenosha history and served many residents of Kenosha over the years.\u00a0 Built on the former site of the American Brass Company, Brass Community School services families who live within a large area of Kenosha&#8217;s east side.<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.kusd.edu\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-847\" title=\"PROOF #3\" src=\"https:\/\/www.kusd.edu\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3-300x240.jpg\" alt=\"\" width=\"420\" height=\"336\" srcset=\"https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3-300x240.jpg 300w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3-1024x819.jpg 1024w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3-150x120.jpg 150w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3-218x175.jpg 218w, https:\/\/www.kusd.edu\/brass\/wp-content\/uploads\/sites\/10\/2012\/02\/PROOF-3.jpg 2000w\" sizes=\"auto, (max-width: 420px) 100vw, 420px\" \/><\/a> <em>Picture made available\u00a0by Lifetouch Portraits <\/em><\/p>\n<h2>Literacy (Reading) Instruction<\/h2>\n<p>Reading has changed quite a bit over the years, so we understand how\u00a0our parents \u00a0feel when they hear words like Guided Reading, Writer&#8217;s Workshop, and Reader&#8217;s Workshop. \u00a0These fancy words often times boil down to the same fundamentals everyone grew up with, so we try our best to educate everyone throughout the year as to what these terms mean. \u00a0Parents often times also wonder how we will have 30 students in a classroom and still be productive.\u00a0 Well, these are the systems of instruction that allow us to work so efficiently regardless of the number of students per classroom.\u00a0 The simple definitions are as follows:<\/p>\n<p>Guided Reading: A way to teach children a variety of skills resulting in a child&#8217;s ability to read with greater independence.\u00a0 At school, it involves a teacher reading to the class while modeling different strategies for students and then working with small groups of students on specific skills while students practice strategies on their own (silent reading).\u00a0 While in small groups, teachers ask probing questions and help children think their way through different levels of books.\u00a0 As a result, students improve their reading skills and become more confident in reading on their own.<\/p>\n<p>Reader&#8217;s and Writer&#8217;s Workshop: A way to teach reading and writing through the use of large and small group instruction.\u00a0 Teachers will work with small groups of students on similar skills while other students work their way through a variety of center activities which are focused on specific skills.\u00a0 Large group instruction is minimal as the majority of the work is done is small groups with the teacher.<\/p>\n<p>If you were to observe a lesson, you would see students working independently either at their assigned areas in desks, or comfortably around the room.\u00a0 These students are working in their center areas or independent work area.\u00a0 The teacher will be working with a small group of students on a specific set of skills.\u00a0 This group will usually last from 20-30 minutes.\u00a0 When finished, the students rotate to new areas, therefore keeping things different and engaging for students.\u00a0 While each lesson begins and ends with large group discussion, the majority of instructional time is in small groups.\u00a0 Not only is this best practice for teaching reading, it is also excellent structure for larger groups of students.<\/p>\n<h2>Numeracy (MATH) Instruction<\/h2>\n<p>Numeracy or math instruction will continue to be taught using the same curriculum as we have in years past (Everyday Math 3).\u00a0 However, teachers will be utilizing instructional time the same way that they do for reading by implementing Guided Math instruction.\u00a0 Guided math calls for the students to receive a large group lesson which is usually about 20 minutes long and then students break into a group rotation for repeated practice, application, and activities related to what they are learning.\u00a0 Students rotate through centers spending lots of time on a variety of different activities, one of them being able to work directly with the teacher on the skills being taught.\u00a0 This is a very exciting change for our math program and is certainly one that our teachers and students enjoy!<\/p>\n<h2>How\u00a0will I know if my child is growing\u00a0academically and socially?<\/h2>\n<p>In addition to the ability to access their child&#8217;s information online whenever they choose to do so using our new student software management program called <strong>Infinite Campus<\/strong> (beginning Fall 2014), each parent\/guardian will receive the following every quarter:<\/p>\n<ul>\n<li><strong>Standards-based report card:<\/strong> \u00a0On this report, you will not see a traditional grade, but rather a specific record of whether or not your child has demonstrated proficiency on each standard taught. \u00a0For example, if the standard is that the student is to compare two objects by determining the area of each object, the student will receive a score based on whether or not they could complete the task and with how much assistance required to do so. \u00a0Scores received are as follows:\n<ul>\n<li><strong>4 = Meeting Standard:<\/strong> \u00a0The student can perform this standard consistently and independently.<\/li>\n<li><strong>3 = Approaching Standard:<\/strong> \u00a0The student is usually independent in performing this standard. \u00a0The student may need some support and\/or need increase consistency in performance.<\/li>\n<li><strong>2 = Progressing Toward Standard:<\/strong> \u00a0The student usually needs support in performing this standard. \u00a0The student is sometimes able to perform this standard independently but often requires support.<\/li>\n<li><strong>1 = Beginning Work on Standard:<\/strong> \u00a0The student needs frequent support to perform this standard.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>NOTE: \u00a0Parents are cautioned NOT to try and equate the number scale to the traditional grading methods using letters (A, B, C, D or F) as these two systems are COMPLETELY DIFFERENT. \u00a0Our new way of grading focuses on the child&#8217;s ability to improve over time, not judge them on each individual moment. \u00a0For example, if you have two students in the same class. \u00a0Student A receives all A&#8217;s and B&#8217;s the first 4 weeks of the quarter and then receives D&#8217;s and F&#8217;s the last 4 weeks. \u00a0Student B receives D&#8217;s and F&#8217;s the first 4 weeks and then finally understands the material and gets A&#8217;s and B&#8217;s the last 4 weeks. \u00a0Both students show different growth patterns that would not be seen on a traditional report card. \u00a0Standards Based Report Cards reveal the fact that students are beginning to understand and are now able to or not able to perform certain standards. \u00a0With the traditional standards, students may know how to do the task, but blow it on one assignment or assessment and then earn a bad grade. \u00a0We are focused on whether or not a student can learn a standard, demonstrate their understanding of that standard, and then apply it to the world around them. \u00a0We then report to parents as to what level of support they need to perform each standard.<\/em><\/p>\n<h2>What is happening on Friday afternoons when the children are not in school?<\/h2>\n<p>At Brass Community School we place a very high value on our Friday time together.\u00a0 While we can always use more time with children, we spend a few hours every Friday doing the following:<\/p>\n<ul>\n<li>Curriculum Planning:\u00a0 As an original pilot school for Common Core State Standards in the Kenosha Unified School District, we have gone through great lengths to ensure that every staff member understands what the standards are, expected manner of implementation, and the best way to use related assessments for accountability.\u00a0 These activities will help us make sure that every child is receiving the curriculum expected by, not only KUSD, but also by the State of Wisconsin.<\/li>\n<li>Professional Development:\u00a0 Just like every teacher learns best a certain, different way, every child within each classroom learns in their own unique way.\u00a0 For teachers to be successful with their students, time must be spent making sure teachers are armed with the best strategies, materials, research, and procedures possible.\u00a0 Specific Fridays are set aside to target areas needing development within the staff.<\/li>\n<li>Data Analysis:\u00a0 Every time an assignment or assessment is given, that information is collected and reviewed by teachers to look for patterns.\u00a0 Whether it is a pattern for an individual child or an entire class, the results are used to determine areas in need of improvement.\u00a0 That improvement will come from individual\/class interventions, changes in instructional practices, or shifts in the delivery of the curriculum.\u00a0 Our educational process is a scientific one that is rooted in a belief that all children can and will learn if we can get them to give us their best effort and believe in themselves.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>School Highlights Brass\u2019s family support model helps students achieve more through learning in school and at home. 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