Growth Mindset: A Schoolwide Focus
Why Growth Mindset is a Focus in Johnston Public Schools?
In school and at home, children often hear messages about what they can and cannot do. These messages all impact their beliefs about what they can achieve and this belief becomes implicit in many areas of their lives.
Dr. Carol Dweck has conducted extensive research on students' understanding of intelligence and how it influences school success. She concludes that children can have two very different beliefs or 'mindsets'. A child with a fixed mindset believes that their intelligence and other strengths are unchangeable. By contrast, children with a growth mindset believe that their intelligence and strengths can change.
Growth-minded children realize that with dedicated effort, their skills and abilities can develop over time. These children tend to approach and overcome challenges while children with fixed mindsets meet those challenges with less resiliency and a stronger belief that they cannot overcome them.
Childrens' mindsets significantly impact their success in school. Years of evidence shows that growth-minded children tend to have better academic outcomes than their fix-minded peers. In addition, they are more likely to be intrinsically motivated, enjoying learning for the pleasure of learning rather than just to reach an external goal.
We recognize the value and need to foster a growth mindset for each child in our schools so that they not only can meet and overcome challenges but can achieve that what matters most to them. We have developed schoolwide goals at many of our schools and work collaboratively to achieve those short and longterm goals.
MTSS Steering Committee
The MTSS Steering Committee meets consistently throughout the school year and is composed of members from all school and district stakeholder groups and each school is represented. These members include school psychologists and counselors, social workers, principals, general and special education teachers, school and district student support coordinators, and the director and assistant director of special services. The primary purpose and function of the Committee is to review the MTSS Framework collaboratively, revise as needed, provide input and suggestions, vote on changes to the Framework, and guide the direction of districtwide MTSS implementation.
MTSS Steering Committee Members
Keri Autiello, Rayna Ciano, Samuel Crooks, Sandra Delack, Louise Denham, Kristen Falcone, Sandra Farone,
Kerri Fortin, Janet Griffith, Deana Lavoie, Linda Marandola, Dr. Sally Mitchell, Robert Rocchio, Karen Ross,
Michelle Smith, Nancianne Smith, Jill Souza, Donna Vendetti
MTSS Subcommittee
The MTSS Subcommittee is composed of a group of school psychologists, counselors, social workers, student support coordinators, and the director and assistant director of special services who meet throughout the school year. The scope of the work done by this group includes designing, developing, reviewing, and revising MTSS systems, practices, procedures, and protocols. Each member of this group provides input and suggestions unique to their respective roles in the district. The perspectives of all members of the committee is valued and necessary.
MTSS Subcommittee Members
Dr. Sally Mitchell, Janet Griffith, Samuel Crooks, Jennifer D'Artista, Kerri Fortin, Deana Lavoie,
Brian Rathier, Robert Rocchio, Jody Wilson