Transcript Welcome to Anne M. Jeans Curriculum Night It’s TeRRiFiC

Growing
Together…to do
GREAT Things
WELCOME TO
TATE WOODS ELEMENTARY SCHOOL
OPEN HOUSE 2010-2011
Presented By: Mrs. Wesley Gosselink
Principal
PURPOSE OF OPEN HOUSE
Introduce ourselves and welcome you to Tate Woods
Elementary School
Communicate with you about the systems we use to educate
students attending Tate Woods
Focus on Home and School Collaborative Learning
BOARD OF EDUCATION DISTRICT GOALS
Goal #1
Improve academic achievement of all students in the
District as measured by State and local assessments.
Goal #2
Ensure a healthy, safe, nurturing and empowering
learning community as measured by climate
indicators.
Goal #3
Increase communication regarding District 202
success stories through various media.
Goal #4
Continue to achieve financial recognition from the
Illinois State Board of Education through effective
management of resources that promotes fiscal
stability and financial accountability.
TATE WOODS AND SCHIESHER
COLLABORATION…
PreK-5 Collaboration builds continuity in
instruction and a natural progression for students
from building to building.
HOW DOES TATE WOODS
MAKE
AYP
IN A GIVEN SCHOOL YEAR UNDER
NCLB?
5
Three conditions are required for making AYP in a given
school year:

At least 95 percent of students are tested in reading and
mathematics in Grade 3.

At least meet the minimum annual target (77.5%), for
Meeting / Exceeding Standards for reading and
mathematics for all groups and all subgroups of 45 or more
students in Grade 3.

At least meet the minimum annual target for attendance
rate for elementary schools.
Tate woods - 2010
YES
Condition 2
Condition 1
Sub Group
Condition 3
6
GROWING TOGETHER…
TO DO GREAT THINGS
WHAT STUDENTS LEARN
AT TATE WOODS…
BIG IDEAS IN BEGINNING
READING
There are 5 Big Ideas in beginning reading:
1.Phonemic Awareness: The ability to hear and
manipulate sounds in words. (word play and rhyming)
2.Alphabetic Principle(Phonics): The ability to associate
sounds with letters and use these sounds to form words.
(sounding out words or decoding)
3.Fluency with Text: The effortless, automatic ability to
read words in connected text. (reading together each night)
4.Vocabulary: The ability to understand (receptive) and
use (expressive) words to acquire and convey
meaning.(using “big” words and talking with your children)
5.Comprehension: The complex cognitive process
involving the intentional interaction between reader and
text to convey meaning. (asking questions about books and the
world around you out loud)
ENVISION MATH…
Number Sense
 Measurement
 Probability and Statistics
 Geometry
 Algebra

These areas are supported by our curriculum and
aligned with NCTM (National Council of Teachers of
Mathematics).
THE WRITE STUFF…
Beginning Writing Skills
 Formation of letters
 Connecting encoding (writing) and decoding
(sounding out words)
 Expressing ideas in print
 Connecting reading and written expression
 Using authors as models of quality writing
 Words Their Way (Spelling Program)

THE OTHER PARTS THAT
MAKE THE WHOLE…
Science (hands on)
 Social Science (communities and living in our
world)
 Art
 Music
 PE
 Computers

Social
Emotional Learning
SOCIAL EMOTIONAL LEARNING GOALS
AS DEFINED BY ILLINOIS
STATE BOARD OF EDUCATION
Goals
 Goal 1 - Develop self-awareness and selfmanagement skills to achieve school and life
success.
 Goal 2 - Use social-awareness and interpersonal
skills to establish and maintain positive
relationships.
 Goal 3 - Demonstrate decision-making skills
and responsible behaviors in personal, school,
and community contexts.
PARTNERING ACTIVITIES FOR
SOCIAL EMOTIONAL LEARNING



Dr. Wernet, Lisle District #202 Superintendent, serves as a
member of the Dupage County Bullying Task Force
David Levine, researcher on social emotional learning,
author and former educator, is working with staff to
support implementation of Caring Classroom Communities
and Teaching Empathy (focus of his books)
District is collaborating with CASEL (Collaborative for
Academic, Social and Emotional Learning)

University of Illinois at Chicago Social and Emotional Learning
Research Group
AT TATE WOODS, WE WANT TO…
Make sure each of our children are safe
 Teach every student to respect each other and
learn to keep each other safe
 Support a caring culture in our school
 Teach students pro-social behaviors
 Have an environment where students feel safe,
both physically and emotionally
 Help our children to learn!

INSTRUCTIONAL FOCUS IS
PRO-SOCIAL BEHAVIORS
The Definition of Pro-social Skills
 “Pro-social skills” describe positive ways that
children socially interact with others.
 Pro-social skills help children make friends and
maintain healthy relationships.
At Tate Woods, we teach students those behaviors that are
appropriate both in the school environment and in the
community, and those behaviors that are unacceptable and will
not be tolerated.
Social and Emotional Development, Riley, San Juan, Klinkner, and Ramminger
ACTION PLAN FOR TATE WOODS

Teach Pro-Social Skills through:

Making Meaning (direct teaching)

Maintain a school-wide structure of clear expectations,
reinforcement and consequences

Classroom readings focused on Character Traits

Social Groups such as lunch bunches

Modeling combined with direct teaching of Pro-Social
skills
ACTION PLAN FOR TATE WOODS, CONT.

Addressing Anti-Social Skills through:

Teaching pro-social behaviors

Implementation of school-wide structure to support
students acquiring pro-social skills

High Five Chart

Setting and teaching clear expectations for behavior

Direct teaching of these skills

Application of skills in “real-life” settings

Using responsive discipline where necessary
SOME ANTI-SOCIAL BEHAVIOR IS
BULLYING

There are three distinguishing features of
bullying;
it is deliberate/intentional
 it happens more than once
 and there is a marked imbalance of power, which
may be physical, intellectual, emotional, or
social, between the bully and victim.

A person is bullied when he or she is exposed,
repeatedly and over time, to negative actions on
the part of one or more other persons.


CONSEQUENCES FOR BULLYING BEHAVIOR
BY PRE-K – SECOND GRADE STUDENTS



1st Offense will result in a verbal warning and
discussion with students and Principal. The parent
will be called and the school Social Worker will be
included in the discussion to support the bully in
learning alternative strategies.
2nd Offense will result in loss of a school privilege
(recess, lunch with friends, bus privileges, other).
3rd Offense will result in an in-school suspension and
parent meeting in order to build a plan of support
for the individual child.
REFERENCE: School Board Policies 7:180, 7:20, 7:190, and 7:310.
GROWING TOGETHER…
TO DO GREAT THINGS
THESE ARE THE RULES
WE WORK BY…
INTRODUCING OUR
3 B’S
Be Respectful
Be Responsible
Be Ready
Locations for our 3 B’s
4
V
O
L
U
M
E
3
Emergencies
Calls for Help
Playground, Outside Games,
Sporting Events
Classroom,
2
1
0
Lunchroom, Cubbies,
Asking Questions in Class
Library, Discussions with Small
Groups, Hello in the Hallway,
Talking with One Person
When Someone Else is Talking,
Lining Up, Tests
Walking in Hallway
Teacher Instruction, Working Alone
JBay & DBurke/Instructional Support Team/IST
GROWING TOGETHER…
TO DO GREAT THINGS
HOW TATE WOODS
TEACHERS
COLLABORATE…
LEARNING THROUGH PROFESSIONAL
LEARNING COMMUNITIES
What do students need to know and be able
to do?
 How will we know when they’ve learned it?
 What will we do when they haven’t learned
it?
 What will we do when they already know it?

FOUR QUESTIONS LEAD
ALL PROFESSIONAL DISCUSSIONS




Talking about student learning through data
Coming up with solutions as a team when we
have students who need more support
Coming up with solutions as a team for students
who have a grasp of concepts already(extensions)
Making sure that all children are learning and
reaching their full potential and no one is “falling
through the cracks”(interventions)
RTI (R
ESPONSE TO INSTRUCTION)
WHAT DOES IT LOOK LIKE?
 Every
child receives the research based,
district adopted, core curriculum in all subject
areas.
 Assessments are provided to students as
needed
 Data from assessments is reviewed to
determine students who may need extra
instruction
 Extra instruction = re-teaching groups,
additional intervention on top of core
curriculum, small group instruction = MORE
INSTRUCTION FOR KIDS WHO NEED IT
MAKING PROGRESS AS PROFESSIONALS…
 Student
learning is fluid
 We are consistently looking at data and
supporting kids in systematic ways
 Ongoing professional development for
professionals working with children
 Utilization of resources such as Reading
Coach, Support Facilitator, Literacy
Specialists, Instructional Assistants, etc…
GROWING TOGETHER…
TO DO GREAT THINGS
PARENTS AND
CAREGIVERS AS
COLLABORATORS…
WHAT WE HEAR FROM PARENTS
•You want your child to go to a high performing
school and do well.
•You love your kids and want the best for them.
•You tell your kids when they do well and when
they need to do differently.
•You find enjoyment in activities with your
children.
•You send us the smartest, most well-behaved
kids you have.
•You trust us because you send your child to
school everyday.
COMMUNICATION: WE WANT TO GET TO
KNOW YOU AND LET YOU KNOW US
•Phone
you.
call, note, email…we are glad to hear from
•If
you see something, hear something, need
something…just let us know.
•We
are professionals who are here to co-educate
your child. We will do everything to assist you and
help you. Please make sure you let us know your
thoughts. We’re here to work together to have your
children do great things.
•We
send home important information in print form.
Please be sure to check backpacks or the virtual
backpack on a daily basis.
•Update
your information. New number,
disconnection, new emergency contact? Please send
a note or call with new information. This is
important for your child’s safety.
IT’S A PLEASURE TO BE ON THE
SAME TEAM
Visit specials teachers along with
your child’s classroom
teacher…specials are an
important time of their day.
Support teachers can be found in
their classrooms or in our
Learning Center tonight.
PARTING THOUGHT…
THE EXAMPLE YOU SET WILL BE FOLLOWED BY
THE LITTLE ONES. REMEMBER, THEY’RE
ALWAYS WATCHING US…LET’S SHOW THEM
WHAT MATTERS.
LOVE AND HUG ONE ANOTHER!
ND
PARENTS OF 2
GRADERS
ONLY…
Please visit your child’s classroom
to see where they learn each day
and then return to the gym for
the 2nd grade team presentation
in 10 minutes. Bring the folder
on your child’s desk along with
the calendar/handbook back to
the gym with you.
Thank you.