Miss Mercedes Second Grade Classroom

Vision and Big Goals

Definitions:
Vision: All you want students to accomplish now and over time so they can earn outstanding
academic and life opportunities.
Goal: The bold, measurable, and public declaration of what your students will achieve this year in
pursuit of the vision.
Bold The goal sets students on a path to perform at/above peers in affluent communities, and/or
to access key pathways to opportunity.
Clear & Measurable The goal names an unequivocal finish line such that it will be easily
apparent whether or not students have met it.
Inspiring The goal provides an end that will generate urgency for both teachers and students.

Vision:
Reflecting on my experience teaching 5th and 7th grades this past year, I decided that character
development and a focus on long-term traits and mindsets would be a central part of my vision for this
year. I realized how important it was for my students to be independent and self-driven, but also seek
out and nurture positive and supportive relationships with adults and their peers. In order for my
students to be successful navigating through an often inconsistent and unstable education system, they
must be determined and find it within themselves to push forward and work for their continual
improvement. They also need guidance in becoming individuals that care for and respect others and our
world. Focusing on academic growth and character development in my students, I hope that they find it
within themselves to tackle challenges and nurture relationships with others that will provide support
and guidance.
To encompass all the ideas mentioned above, Ive created the tag line, Strong Minds & Big Hearts
for my second grade class. Strong Minds focuses on actions and mindsets related to their academic
growth and Big Hearts describes the actions and mindsets that I believe will promote character
development.
Big Hearts: Second grade scholars have Big Hearts when they care about others and our world.
Second grade scholars who have Big Hearts:
Care for Others
Help and Encourage Others
Are Team Players
Are Problem Solvers and Peace Makers
Treat Others with Respect
Strong Minds: Second grade scholars love learning and grow Strong Minds by being life-long
learners working toward Big Goals.

Second grade scholars who have Strong Minds:

Are Independent Learners
Are Responsible for their Education
Are Life-Long Readers and Learners
Confront Challenges
Participate Actively

Vision and Behavior Management:

I wanted to find ways to weave my vision into daily classroom life and make it part of the culture in
our community. Last year, I found that my vision wasnt very tangible for the kids because I didnt
have a way reference it on a daily basis. In order make my vision part of the common language and
dialogue of the class, I will be using our class tagline in the behavior management system and with
group and individual incentives. See below for more details about each component of these systems:
Strong Minds & Big Hearts Position on Behavior Chart:
The top position on the behavior management chart is for students that display the characteristics of
scholars with Strong Minds or Big Hearts. In order to reach the highest position on the chart, their
actions must display on of the characteristics that we discuss. The top position or plate will have two
sides, one for Strong Minds and one for Big Hearts
Individual Tracking of Strong Minds & Big Hearts:
When a student moves to the Strong Minds & Big Hearts position, they will receive either a Strong
Mind or Big Heart marker with the number of the characteristic they displayed. These paper markers
will be stapled/displayed on the Strong Minds & Big Hearts board in the classroom under that students
name.
Student Weekly Recognition:
Each week the class will elect two individuals: one student who was the Strong Mind of the week and
one student who was the Big Heart of the week. The students will elect one of the students and the
teacher will elect the other (these will rotate on a weekly basis). The class and teacher will elect these
individuals based on the Strong Minds & Big Hearts board and student effort to display the qualities of a
strong-minded and big-hearted scholar.
The students that are elected on Friday will be displayed on a special bulletin board the coming week.
Under each students picture, classmates will write compliments and comments about that student and
the ways they use a Strong Mind or Big Heart.
Whole Class Tracking:
Each time a student adds a Strong Mind or Big Heart tracker to the board, the class will add a tally
to our class Strong Mind & Big Heart Tracker. When our tallies reach a specified number (say 50 for
either Strong Minds or Big Hearts), the class will enjoy a party, field trip, etc to celebrate their
successes.

Big Goal for Students:

Reading Goal:

Students will leave second grade reading and comprehending texts at a 3rd grade level (At least Level Q
Reading A-Z, DRA 30, Level N Fountas & Pinnell). Frys Word List (Growth goal for number of sight
words). Students will read nightly and seek out literacy opportunities in their daily lives.
Writing Goal:
Make 6-Traits writing goal.
Spelling and Phonics Goal:
Using Words Their Way program, every student will be in the late Within Word Pattern stage of spelling
development by the end of the year. Students will demonstrate mastery of spelling patterns on a weekly
basis.
Math Goal:
Students will demonstrate mastery of 2nd grade content by averaging 80% or higher on formative and
summative assessments throughout the year. Students will demonstrate fluency of 2nd grade math facts
and solve multi-step word problems.
Science and History:
Students will read and comprehend informational texts related to Science and History at a 3rd grade
level. Students will write informational/expository pieces that support their learning in these content
areas that demonstrate mastery of the writing Big Goal above.
Standardized Assessments:
Stanford 10

Qualitative Big Goal: Families as Critical Partners

My students families will be partners with schools so that when their students leave my classroom,
they know how to ensure the best outcomes for their children. After building relationships and
promoting family engagement the first semester, I will transition into focusing on parental advocacy
the second semester, using knowledge of my parents individual needs and visions.
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All families will read with their child at home at least 3 times a week, encourage reading
nightly, and promote a love of reading and learning (i.e. trips to the library, involvement in
homework, participation in school events)
All families will visit the classroom to observe and/or participate at least 4 times a year.
All families will understand at what level their child is achieving, areas of strength, and areas of
growth by attending quarterly conferences and tracking growth.
All families will feel empowered to demand similar levels of involvement from future teachers
by being knowledgeable of ways to support students outside of the classroom in literacy and
math.