Friday Focus

Moreau Heights Elementary

October 19

Giving our students HOPE for a better tomorrow one skill at a time!

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PBS lesson

Our PBS lesson will again focus on Responding Appropriately to Peers.


Our Second Steps lessons all focus on EMPATHY.

All grade levels have a focus on Learning.

Kindergarten- Identifying Anger

1st grade - Similarities and Differences

2nd grade - Respecting Difference Preferences

3rd grade - Accepting Differences

4th grade - Joining In

5th grade - Responding with Compassion

Second Steps - Anti-bullying Program

In a few weeks, our student will have had exposure to all empathy skills needed through Second Steps to be ready for our Anti-Bullying Materials.


Last year each grade level received a spiral with materials for this unit. It includes one spiral with disk and posters. Please locate these materials and talk about these as a team to make sure you are familiar in preparation for lessons in coming weeks.


Here are additional pieces in the link below.

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Supporting Students in a Struggle

The article below provides additional ideas on how to calm a child when he/she is escalating or escalated.


Great insight!

PBIS Intervention Ideas

Looking for ideas to support students? Here is another resource that can be helpful.

Character Trait for October is Responsibility

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JCPS Difference Maker Recognition

Have a colleague who you would like to see recognized for making a positive difference? Here is the link to complete a nomination.

If I had $500 for use in my classroom, I would . . .

The Jay Pride Alive Alumni Association is committed to giving back to our JCPS students and teachers. The Jay Pride Alive Award applications are now open. Please submit your application by filling out this form by October 31st.


There are no parameters on what you can ask for - if it will benefit your students, ask for it. Reviewing your request with your principal prior to submission is suggested, but not required. Please keep requests under $500. Email questions to jaypridealive@gmail.com.

JCPS Foundation Grants

The Foundation Grants are open and available. What could you do as a team or what could we do as a school with additional funds to support a plan to support literacy? social/emotional skills?


Check out the grant applications to see what is available. Grant applications close January 14th. More details will come soon!

Duties for the Week

Gym - Holliday/Lawrence and Watson

Cafe - Sexton and Ries


Collect students from the gym at 7:45

Calendar of Events

Monday, October 22

* Student flu shots start at 9:00

*Leadership Team mtg 3:45

* 5th grade football at Williams Field 6:45


Wednesday, October 24

*Specials Collaboration 7:45 - 8:15

*Sue meeting at BOE 9:30 - 11:30

*Pizza Order pick up 3:30 - 7:00

*Parent - Teacher Conferences 4:00 - 7:30


Thursday, October 25

*Kids Sight vision screenings for grades 1, 3, 5

*4th and 5th grade Jazz performance 1:00

*Principal PLC mtg 1:00 - 3:30

*Parent- Teacher Conferences 4:00 - 7:30


Friday, October 26

* No School - earned day off


Red Ribbon Week


Monday, October 29

*PBS Team 3:45


Tuesday, October 30

*School Culture Team 3:45

*Tier 2 Team mtg 3:45


Wednesday, October 31

*PBS Celebrations

*AMc IEP 1:15 (Treat, Haugen, McGeorge, Gragg, Cremin, Rackers, Lueckenhoff)


Thursday, November 1

*Inter-agency mtg for KM (Ogden, Haugen, Gentry, Gann)

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Weekly Collaboration Log

This is the link to a revised communication log for your team collaboration. The expectation is that your team will complete each week.

Dawn's Words of Wisdon

In our faculty meeting Wednesday, Jesseca James talked about how an engaging classroom really helps prevent behavior issues. I have found this to be so true over the years.


When talking about engaging classrooms, there are 5 levels of student engagement.


  • Authentic Engagement—students are immersed in work that has clear meaning and immediate value to them (reading a book on a topic of personal interest)
  • Ritual Compliance—the work has little or no immediate meaning to students, but there are extrinsic outcomes of value that keep them engaged (earning grades necessary for college acceptance)
  • Passive Compliance—students see little or no meaning in the assigned work but expend effort merely to avoid negative consequences (not having to stay in during recess to complete work)
  • Retreatism—students are disengaged from assigned work and make no attempt to comply, but are not disruptive to the learning of others
  • Rebellion—students refuse to do the assigned task, act disruptive, and attempt to substitute alternative activities

Think about which would most fit your current classroom setting. If you don't currently have authentic engagement, you can include many of our Kagan structures. Here are some other beneficial tips.



  1. Use the 10:2 method. For every 10 minutes of instruction allow the students 2 minutes to process and respond to the instruction. This can be done in various ways by having them write what they have learned, questions they may have, or by discussing the content with a fellow student.
  2. Incorporate movement into your lessons. Require students to respond to a question by moving to a certain spot in the room, writing on whiteboards, or standing (or sitting) when they are done thinking about the question, etc.
  3. Pick up the pace. One misconception is that we must go slow for students to really understand and engage in a lesson. There is a lot of evidence that shows that when teaching is at a brisk instructional pace, students have more opportunities to engage, respond, and move on to the next concept (Carnine & Fink, 1978; Williams, 1993; Ernsbarger et al., 2001).
  4. Provide frequent and effective feedback.
  5. Allow students 5-7 seconds of ‘think time’ when asking a question. At the end of the time draw a random name to answer the question.
  6. At the end of a lesson have students use the 3-2-1 method of summarizing by having students record three things they learned, two interesting things, and one question they have about what was taught. Allow time to share their findings with a peer.
  7. Periodically pause mid-sentence when teaching requiring students to fill in the blanks.

Student Engagement

We are ALL always looking for new ways to engage students effectively with their learning. Here are a few resources for your toolbox.

Kelly's Coaching Corner

Could you add non-verbal signals to your procedures?

Non-Verbal Signals--click to watch three different video

Non-verbal signals may be used as a form of communication between teacher and students. Students can communicate a need, such as using the restroom, without verbally asking or interrupting the discussion. Signals allow the teacher to immediately know what the student needs, rather than stopping to respond to a general hand raised in the air. Teachers can also use non-verbal signals to reply to student requests and to emphasize actions that students need to perform.


Grade Card Window

See the table below. The grade card window is open and will close on the 23rd at 8:00 a.m. This means ALL grades must be completed prior to this time so that Kaylie can print them for your review.


If you have questions or need help, see a grade level colleague or Danielle McGeorge (our Infinite Campus expert).

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October Birthdays!

October 1 - Jill Lemons

October 4 - Beth Yaeger

October 9 - Jana Salmons

October 11 - Joe Twehous

October 22 - Sabra Watts-Hayes