Macomb Montessori Academy 2026/2027

☐ Be present and prepared. ☐ Be kind and respectful. ☐ Listen to understand. ☐ Address concerns directly. ☐ Stay professional. ☐ Keep students at the center.

Our Three Priorities

CULTURE

Build a positive culture with high expectations and a growth mindset.

ACADEMICS

Maximize instructional time and provide rigorous instruction.

OPERATIONS

Ensure students are present, on time, and ready to learn.

3. INSTRUCTIONAL GROWTH ROADMAP

Foundations → Engagement → Rigor → Leadership → Excellence

PHASE 1 | FIRST 30 DAYS

Sept. 8 – Oct. 8

Build Strong Classroom Foundations

Teacher Look-Fors ☐ Teach, model, practice, and reinforce procedures. ☐ Students begin within 1 minute. ☐ Transitions are under 2 minutes. ☐ Daily schedule is posted.

Student Look-Fors ☐ Enter and begin independently. ☐ Transition independently. ☐ Explain what they are learning. ☐ Follow routines with minimal reminders.

Success Target: 80%

My Focus: ______________________________________

PHASE 2 | DAYS 31–60

Oct. 9 – Nov. 18

Increase Engagement & Academic Ownership

Teacher Look-Fors ☐ 2–3 data-driven small groups daily. ☐ 3+ checks for understanding per lesson. ☐ Adjust groups using data. ☐ Align instruction to objectives.

Student Look-Fors ☐ Participate in academic discussions. ☐ Use academic vocabulary. ☐ Work independently. ☐ Use feedback. ☐ Self-assess.

Success Target: 85%

My Focus: ______________________________________

PHASE 3 | DAYS 61–90

Nov. 19 – Jan. 15

Strengthen Rigorous Instruction Through Data

Teacher Look-Fors ☐ Use formative assessment to adjust instruction. ☐ Include rigorous thinking tasks. ☐ Support students through challenging concepts. ☐ Use data for intervention and reteaching.

Student Look-Fors ☐ Track goals. ☐ Persevere. ☐ Ask questions. ☐ Seek feedback. ☐ Explain and apply thinking.

Success Target: 90%

My Focus: ______________________________________

PHASE 4 | DAYS 91–120

Jan. 16 – Mar. 5

Deepen Academic Excellence & Student Leadership

Teacher Look-Fors ☐ Encourage student-led questions. ☐ Facilitate rigorous questioning. ☐ Require evidence and reasoning. ☐ Provide targeted reteaching/enrichment.

Student Look-Fors ☐ Lead discussions. ☐ Explain thinking. ☐ Collaborate. ☐ Take ownership.

Success Target: 95%

My Focus: ______________________________________

PHASE 5 | DAYS 121–180

Mar. 6 – June 18

Sustain Excellence & Prepare for Next-Level Success

Teacher Look-Fors ☐ Understand vertical alignment. ☐ Use I Do → We Do → You Do. ☐ Use data for reteaching, enrichment, and acceleration. ☐ Prepare students for the next grade.

Student Look-Fors ☐ Demonstrate mastery and independence. ☐ Reflect on growth. ☐ Articulate next steps. ☐ Collaborate productively.

Success Target: 100%

My Focus: ______________________________________

4. THOUGHTFUL CLASSROOM

Create • Connect • Engage • Reflect

A Thoughtful Classroom creates an environment where students feel safe, supported, challenged, and responsible for learning.

Build Relationships

☐ Know your students. ☐ Build trust. ☐ Recognize strengths.

Set Clear Expectations

☐ Teach routines. ☐ Model success. ☐ Reinforce consistently.

Engage Student Thinking

☐ Ask meaningful questions. ☐ Encourage discussion. ☐ Require students to explain thinking.

Reflect & Adjust

☐ Review student work and data. ☐ Identify what is working. ☐ Adjust instruction.

My Classroom Goal:

5. CLASSROOM CULTURE & MANAGEMENT

Teach It • Model It • Practice It • Reinforce It

Students should know what to do during:

☐ Arrival ☐ Morning Work ☐ Transitions ☐ Small Groups ☐ Independent Work ☐ Materials ☐ Bathroom ☐ Technology ☐ Clean-Up ☐ Dismissal

My Top 3 Expectations

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

6. PBIS & CONSCIOUS DISCIPLINE

MMA Expectations

• Maintain Respect

• Make Good Choices

• Always Be Safe

Use DOJO as a positive tool to recognize, reinforce, and encourage positive classroom behaviors.

Teachers will:

☐ Teach expectations. ☐ Reinforce positive behavior. ☐ Use consistent language. ☐ Use proactive strategies. ☐ Document behavior appropriately. ☐ Respond consistently.

Regulate → Connect → Teach

Remember:

• Stay calm.

• Connect before correcting.

• Avoid power struggles.

• Use intentional language.

• Help students solve problems.

My Behavior Goal:

7. HIGH-IMPACT LESSON PLANNING & INTELLECTUAL PREPARATION

Intellectual Preparation

Intellectual preparation is the deep thinking teachers do before a lesson to fully understand the content and anticipate student needs.

Core Steps

• Do the work: Solve problems or read the text first.

• Anticipate challenges: Identify where students may struggle.

• Plan questions: Prepare prompts that encourage student thinking.

• Know success: Identify what strong student understanding looks like.

Why It Matters

• Builds teacher confidence and content knowledge.

• Prevents problems before the lesson.

• Helps teachers support all learners effectively.

High-Impact Lesson Planning

Objective → Model → Think → Practice → Check → Evidence → Adjust

What are students learning?

How will students demonstrate learning?

How will I check for understanding?

What support may students need?

8. CURRICULUM EXPECTATIONS

Teachers will use Common Planner, it is designed for collaborative lesson planning, including: Unit and daily lesson plans Standards alignment and tracking Shared grade-level planning Reusing plans from year to year Administrator review and feedback School-wide templates and calendars Differentiation and instructional coaching

CKLA

☐ Follow curriculum and pacing. ☐ Build vocabulary and comprehension. ☐ Require text-based thinking and writing.

Bridges Math

☐ Build conceptual understanding. ☐ Use problem-solving and math discourse. ☐ Provide targeted support.

Weekly Studies

☐ Build content knowledge. ☐ Use academic vocabulary. ☐ Include inquiry and application.

Planning Check

☐ Objective is clear. ☐ Materials are ready. ☐ Engagement is planned. ☐ Support is planned. ☐ Check for understanding is planned.

9. STUDENT ENGAGEMENT & ACADEMIC OWNERSHIP

Students should be:

Thinking • Talking • Moving • Practicing • Applying

Strategies:

☐ Turn & Talk ☐ Think-Pair-Share ☐ Whiteboards ☐ Small Groups ☐ Hands-On Learning ☐ Student Discussion ☐ Exit Tickets

One strategy I will increase:

10. DATA & STUDENT GROWTH

Four Questions

1. What do students need to learn?

2. How will I know they learned it?

3. Who needs support or enrichment?

4. What will I change?

Data Sources

☐ NWEA ☐ MCLASS ☐ IXL Online ☐ CKLA ☐ Bridges ☐ Classroom Assessments ☐ Student Work ☐ Attendance ☐ Behavior

11. PLC & PREP

Come Prepared • Participate • Take Action

Bring:

☐ Student data ☐ Assessment results ☐ Student work ☐ Upcoming lessons ☐ Intervention/enrichment needs ☐ Questions

PLC Questions

What do students need to learn?

How will we know?

Who needs support?

What will we do next?

12. STUDENT-CENTERED COACHING

Student Need → Data → Plan → Teach → Observe → Reflect → Adjust

My Student Goal:

Evidence/Data:

Strategy:

How will I know students improved?

Support I Need:

13. MTSS & CHILD STUDY

MMA Goal

“Every student receives the right support, at the right time, with progress measured through data.”

Purpose

MTSS/Child Study meetings:

• Review student data.

• Identify needs.

• Monitor interventions.

• Adjust supports.

• Make Tier 1, Tier 2, and Tier 3 decisions.

Meeting Cycle

Meeting

Date

Focus

1

Oct. 15, 2026

Identify needs & establish supports

2

Dec. 17, 2026

Review progress & adjust

3

Mar. 4, 2027

Analyze winter data

4

May 13, 2027

Evaluate growth & plan next steps

Data Reviewed

☐ NWEA ☐ MCLASS ☐ IXL/i-Ready ☐ Assessments ☐ Attendance ☐ Behavior ☐ Student Work ☐ Intervention Data

Every Meeting Asks:

What does the student need?

What support will we provide?

How will we measure progress?

14. SPECIAL EDUCATION & 504 SUPPORT

Every Student • Every Need • Every Day

IEPs and 504 Plans are legal documents. Teachers are responsible for implementing assigned accommodations, modifications, goals, and services.

Teacher Responsibilities

☐ Read assigned IEPs/504s. ☐ Know student strengths and needs. ☐ Implement accommodations consistently. ☐ Provide testing accommodations. ☐ Track progress. ☐ Maintain required documentation. ☐ Ask questions when clarification is needed. ☐ Maintain confidentiality.

Common Accommodations

Extended Time • Preferential Seating • Small-Group Testing • Visual Supports • Chunking • Breaks • Graphic Organizers • Read-Aloud • Check-Ins • Assistive Technology

Monthly IEP/504 Check

☐ Review accommodations. ☐ Document supports. ☐ Review progress. ☐ Save relevant data/work. ☐ Communicate concerns.

15. FAMILY COMMUNICATION

Communicate:

☐ What students are learning. ☐ Learning objectives. ☐ Upcoming events/assessments. ☐ Ways families can help. ☐ Classroom updates. ☐ Student celebrations.

Method: ☐ SMORE ☐ ClassDojo ☐ Phone ☐ Other

My Weekly Communication

16. POWERSCHOOL GRADING EXPECTATIONS

Grades Should Reflect Learning

Grades should be based on evidence of student learning:

☐ Unit & curriculum assessments ☐ Quizzes ☐ Projects/performance tasks ☐ Demonstrations of learning ☐ Classwork showing mastery

Homework supports learning but should not be the primary measure of achievement.

Required Subject Grades

All lead teachers maintain grades for:

ELA • Math • Social Studies • Science

Aligned to:

CKLA • Bridges Math • Weekly Studies

POWERSCHOOL GRADE ENTRY

Teachers must:

☐ Update grades every two weeks. ☐ Keep grades accurate and current. ☐ Enter grades by MMA deadlines. ☐ Plan assessments ahead of time. ☐ Use assessment data to adjust instruction. ☐ Avoid waiting until the end of the trimester.

Goal: Families should always have a clear picture of student progress.

2026–2027 REPORTING DATES

Trimester

Progress Report

Ends

Report Card

1

Oct. 20, 2026

Dec. 4, 2026

Dec. 11, 2026

2

Jan. 29, 2027

Mar. 12, 2027

Mar. 19, 2027

3

Apr. 30, 2027

June 15, 2027

June 18, 2027

Before Reports Are Finalized

☐ Check PowerSchool for accuracy. ☐ Ensure all subjects have current grades. ☐ Submit by the deadline. ☐ Communicate concerns before report dates.

PARENT-TEACHER CONFERENCES

Be prepared to discuss:

☐ Current grades ☐ Assessment results ☐ CKLA/Bridges/Weekly Studies progress ☐ NWEA and other assessment data ☐ Student strengths ☐ Areas for growth ☐ Academic goals ☐ Ways families can support learning

Conference Focus

Student Progress • Solutions • Partnership • Growth

My student's next step:

How we can support the student together:

17. MMA OPERATIONS & STAFF EXPECTATIONS

Daily Essentials

☐ Attendance by 9:00 AM and 12:00 PM. ☐ Check email morning and before leaving. ☐ Monitor PickUp Patrol/ClassDojo. ☐ Classroom ready before students arrive. ☐ Follow arrival, dismissal, lunch, and hallway procedures.

Student Movement

☐ Clear purpose when leaving class. ☐ Hallway pass used. ☐ Bathroom sign-out completed. ☐ Students return promptly. ☐ Students remain supervised.

Office & Parent Communication

• Parents check in through the office.

• Do not send students to the office for routine classroom needs.

• Parent requests to meet with the Principal go through the front office.

18. CLASSROOM TEAM EXPECTATIONS

Teachers + Instructional Aides = One Team

☐ Plan together weekly. ☐ Share instructional goals. ☐ Support small groups. ☐ Share behavior responsibility. ☐ Use consistent expectations and language. ☐ Communicate respectfully. ☐ Present a united front. ☐ Keep instruction as the priority.

Instructional Aides are instructional partners—not just behavior managers.

My Team Commitment:

19. CRISIS & SAFETY

🚨 CLASSROOM CRISIS SUPPORT

Each hallway has a designated Crisis Team Lead available to provide immediate classroom support.

Teachers are expected to follow classroom management and discipline procedures before requesting administrative assistance.

Before contacting Shanina or Michelle:

Contact your assigned Crisis Team Lead first.

Crisis Team Leads

Grade Level

Crisis Team Leads

PK & Kindergarten

Michelle & Deb

Grades 1–2

Marbury & Godwin

Grades 3–4

Lauren & Renee Sherry

Grades 5–6

Chanee & Karinna & Shanina

Crisis Team Responsibilities

☐ Assess the situation. ☐ Provide immediate classroom support. ☐ Assist with de-escalation when appropriate. ☐ Determine next steps. ☐ Contact administration if needed.

Shanina will provide additional administrative support as needed and when available.

Teachers: Please do not send students to the Principal's office to talk with Shanina.

Crisis Response

Classroom Strategies → Crisis Team Lead → Additional Support → Administration

Stay Calm • Keep Students Safe • Call for Support • Follow MMA Procedures

EMERGENCY PROCEDURES & SAFETY DRILLS

Staff Must Know

☐ Fire Drill ☐ Tornado Drill ☐ Lockdown ☐ Secure Mode ☐ Shelter-in-Place ☐ Evacuation ☐ Medical Emergencies ☐ Student Accountability ☐ Emergency Communication

Practice

☐ Classroom emergency scenarios ☐ Staff responsibilities by location ☐ Student supervision expectations

Teacher Outcomes

• Respond confidently during emergencies.

• Follow required safety protocols.

• Maintain student supervision and accountability.

• Protect student safety.

Know the Procedure. Stay Calm. Protect Students. Work Together.

20. OBSERVATION READINESS

Classroom Look-Fors

☐ Clear routines ☐ Students engaged ☐ Learning target visible ☐ Strong instruction ☐ Small-group instruction ☐ Student thinking ☐ Positive classroom culture ☐ Curriculum fidelity ☐ Checks for understanding ☐ Evidence of learning

My Observation Goal:

One area where I want feedback:

21. WEEKLY TEACHER REFLECTION

Week of: ______________________

What went well?

What did students learn?

What evidence do I have?

What needs improvement?

What will I change next week?

What support do I need?

22. TEACHER GROWTH CHECK-IN

Where Am I?

☐ Foundations ☐ Engagement ☐ Rigor ☐ Student Leadership ☐ Sustained Excellence

My Next Goal

Evidence I Will Look For

Support I Need

23. MY 2026–2027 TEACHER COMMITMENT

I commit to:

☐ Maximizing instructional time. ☐ Building strong relationships. ☐ Teaching clear expectations. ☐ Implementing curriculum with fidelity. ☐ Using data to guide instruction. ☐ Engaging students in rigorous learning. ☐ Communicating with families. ☐ Collaborating with my team. ☐ Accepting feedback and growing. ☐ Believing in every student's potential.

My Personal Commitment

This year, I will:

My Students Will Benefit Because:

CLOSING REFLECTION

At the End of the Year, I Want to Be Able to Say:

My students…

I grew as a teacher by…

I contributed to MMA by…

LEARN • LEAD • GROW

Every Minute Matters.

Every Student Matters.

Every Teacher Matters.

Together, We Create a Culture of Joy, High Expectations, Achievement, and Excellence.

End of chapter one.