BES Staff Newsletter
January 8 - 19
Chickasw P.R.I.D.E.
Personal Responsibility, Respect, Integrity, Disciplined,
Engaged
Website: https://www.blythevilleschools.com/o/bes
Location: Blytheville Elementary School, East Moultrie Drive, Blytheville, AR, United States
Phone: (870) 763 - 5924
Facebook: https://www.facebook.com/BlythevilleElementary/
Mission
Vision
Monday, January 8, 2018
- 5th Grade PLC 3:30 PM
Tuesday, January 9, 2018
- 4th Grade PLC 3:30 PM
- Leadership Meeting
Thursday, January 11, 2018
- 3rd Grade PLC 3:30 PM
- ANC Greeters & Mr. Ray
LOOKING AHEAD INTO NEXT WEEK:
Monday, January 15, 2018
- Martin Luther King Jr. Day (No School)
- PTO Meeting
Wednesday, January 17, 2018
- BES Act Aspire Interim 2
- Leadership Meeting
- BES Act Aspire Interim 2
- Staff Meeting
Friday, January 19, 2018
- Happy Friday!
Work Orders
WALKTHROUGHS\INFORMALS
Look-fors during walkthrough:
- Evidence of Lesson Plan (updated and posted by the door)
- Lesson prepared/planned
- Standards-Based Learning Objectives posted
- Exemplary standards-based student work displayed
- Student Engagement
- Effective use of transition time
- Model, guided, or independent/group work
- DOK/Higher level questioning
- Check for student understanding
- Instructional materials used (prepared and ready to maximize instructional time)
- Classroom Management (positive behavior is reinforced/negative behavior addressed through redirecting)
- Classroom Culture (positive student-teacher relationships)
BES Morning Procedures
Arrival time for teachers and paraprofessionals is 7:40 a.m. Teachers and staff with duty assignments are expected to arrive early enough to take their duty station at the designated time. Morning duty starts at 7:30 unless you have been assigned an early duty, which starts at the time designated on duty schedule. Students should sit quietly in the hallway engaged in reading or math facts.
Duty Post/Supervision
Please be on time for your duty! Once you know you are going to be absent, you need to make arrangements for someone to cover your duty post. Although subs are used to cover classes, they are not always as effective with duty. When possible, we need to use our own staff to cover duty.
Lunch (Student Pick-Up)
Please be on time to pick students up for lunch. This will help the lunch shifts run smoothly and allow ample time for transitions. Paraprofessionals will line students up 1-2 minutes before teachers are scheduled to pick them up.
Student Behavior Expectation Log Update
In an effort to address student discipline concerns, the way in which student behavior expectation logs are completed will change effective January 3, 2018.
Students will now be on a 7 day cycle from the first day in which they are written up. If a student is written up on a Tuesday that same expectation log will follow that student until the following Tuesday. There will no longer be an automatic reset each Monday .
Every student will be on a weekly rotation depending on the start of their first minor behavior incident. These changes will allow less student predictability and a continuous flow of discipline throughout the week. Please be mindful that it must start over once the student has reached 7 consecutive days. If a student is written up on Tuesday step 1, then step 2 the following Monday, and step 3 on Tuesday, they will actually start over on Wednesday.
Do not send students to the referral room or leave them out in the hall.
FROM THE LITERACY CORNER:
WORD-ATTACK STRATEGIES
Word-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. Model and instruct students:
Use Picture Clues
· Look at the picture.
· Are there people, objects, or actions in the picture that might make sense in the sentence?
Sound Out the Word
· Start with the first letter, and say each letter-sound out loud.
· Blend the sounds together and try to say the word. Does the word make sense in the sentence?
Look for Chunks in the Word
· Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words.
· Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?
Connect to a Word You Know
· Think of a word that looks like the unfamiliar word.
· Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word.
· Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding.
Reread the Sentence
· Read the sentence more than once.
· Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.
Keep Reading
· Read past the unfamiliar word and look for clues.
· If the word is repeated, compare the second sentence to the first. What word might make sense in both?
Use Prior Knowledge
· Think about what you know about the subject of the book, paragraph, or sentence.
· Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.
1. Setting Objectives
2. Reinforcing Effort/Providing Recognition
3. Cooperative Learning (see a list of cooperative learning strategies, for example)
4. Cues, Questions & Advance Organizers
5. Nonlinguistic Representations (see Teaching With Analogies)
6. Summarizing & Note Taking
7. Identifying Similarities and Differences
8. Generating & Testing Hypotheses
9. Instructional Planning Using the Nine Categories of Strategies
10. Rewards based on a specific performance standard (Wiersma 1992)
11. Homework for later grades (Ross 1998) with minimal parental involvement (Balli 1998) with a clear purpose (Foyle 1985)
14. Provide opportunities for student practice
15. Individualized Instruction
16. Inquiry-Based Teaching (see 20 Questions To Guide Inquiry-Based Learning)
17. Concept Mapping
18. Reciprocal Teaching
19. Promoting student metacognition (see 5o Questions That Promote Metacognition In Students)
20. Developing high expectations for each student
21. Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback)
22. Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)
23. Setting goals or objectives (Lipset & Wilson 1993)
24. Consistent, ‘low-threat’ assessment (Bangert-Drowns, Kulik, & Kulik 1991; Fuchs & Fuchs 1986)
25. Higher-level questioning (Redfield & Rousseau 1981) (see Questions Stems For Higher Level Discussion)
26. Learning feedback that is detailed and specific (Hattie & Temperly 2007)
27. The Directed Reading-Thinking Activity (Stauffer 1969)
28. Question-Answer Relationship (QAR) (Raphael 1982)
29. KWL Chart (Ogle 1986)
30. Comparison Matrix (Marzano 2001)
31. Anticipation Guides (Buehl 2001)
32. Response Notebooks (Readence, Moore, Rickelman, 2002)
Sources
Marzano Research; Visible Learning; http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf ; 32 Research-Based Instructional Strategies