Clif Notes 10/7/19
Preparing Students To Be Career & Post Secondary Ready
DATES TO REMEMBER
This Week
Monday - 8am Start for Extra Help
Tuesday - CTE PLCs; 9th Grade Class Mtg.
Senior Picture Re-Takes; Extra Help
Wednesday - Academic PLCs;
Interims Delivered to Students
Thursday - Academic PLCs; Extra Help
Friday - RTI & Master Schedule Meetings
Upcoming:
10/14 - Spirit Week
10/16 - PSATs in Gym
10/18 - Pep Rally, 1:30pm in Gym; Staff & Underclassmen Photo Re-Takes 8am-12pm
Bistro Cafe' Opens Tuesday!!!!
Complimentary Amuse-bouche
The term is French and literally mean “mouth amuser”
Soups
Chicken Tortellini
Roasted Red Pepper Soup
$2
Entrée
Cajun Shrimp Alfredo stuffed Shells with Grilled Tomatoes & Broccoli
$6.25
Grill
Black & Bleu Burger with homemade cut Fries
Chicken Stir-Fry
with Steamed Rice
Fresh Chicken Cheesesteak
$5.50
Deli
Grilled Chicken Pesto Wrap
*** Also, featuring Turkey, Ham, Chicken & Tuna Salad sandwiches made to order***
$5
Salad
Asian Sesame Chicken Salad
Water chestnuts, Cucumbers, Red Onions, Red Peppers, Almonds, Mandarin Oranges
$5.25
Desserts
Vanilla Cake with Chocolate Mousse
$2
Chocolate Chip & Oatmeal Cookies
$1
Homemade Dinner Rolls & Specialty Bread
9th Grade Class Meeting
NCCVT Marketing & Messaging
PSAT
PSAT testing will take place on Wednesday October 16th during periods 1-4. This includes all 11th graders. All other students will follow an altered schedule, see below.
When: Wednesday, 10/16/19
Who: 11th testing in the gym
Schedule changes: (No bells will ring)
Period 1- 8:10 – 9:05
Period 2- 9:09 – 10:02
Period 3- 10:06 – 10:59
Period 4- 11:03 – 11:56 (approximately- please hold all classes until you are notified by a hallway monitor)
Lunch changes:
A lunch 12:00 -12:30
Period 5 - 12:00 - 12:29 (approx.)
B lunch 12:33-1:03
Period 6- 1:07 - 1:36
C lunch 1:06–1:36
Period 7- 1:40 – 2:17
Period 8- 2:21 - 2:59 ~ Kittel
Faculty & Staff Tuition Reimbursement
Please be sure to complete and submit one copy of the "Prior Approval for Tuition Reimbursement" form prior to taking the class so that all necessary signatures are obtained. At the conclusion of each class, please submit a copy of your grade and receipt - "Summary of Account for Term" for the personal expense reimbursement form to be completed and signed. Screenshots of forms will not be accepted by the District office. If you have any questions or need assistance, please contact Traci Prickett.
Guidance Counselor vs. School Counselor
Historically, the term “guidance counselor” was
used to refer to counselors working in the
schools. This term has evolved to “school
counselor” as the scope of duties has changed and
evolved. Although some schools still used the outdated
“guidance counselor” term, the American School
Counselor Association encourages the use of “school
counselor” to more accurately reflect the role.
GUIDANCE COUNSELOR
- Reactive
- Services to some
- Impact measured via feelings and perceptions
- Ancillary role to school improvement process
- Work in isolation
SCHOOL COUNSELOR
- Proactive/data-driven
- Program for all
- Impact measured via achievement, attendance and
behavior data
- Essential role in the school improvement process
- School counselors as school leaders
- Develop, manage and evaluate a comprehensive
school counseling program
Excerpt from “School Counseling Principles:
Remembering the Past, Shaping the Future: A History
of School Counseling,” by Norman C. Gysbers, Ph.D.
“The terminology issue is still with us today. Is it
guidance, counseling, guidance and counseling, or
counseling and guidance? The American School
Counselor Association (ASCA) has come down
firmly on the side of the term school counseling
program although the literature still reflects the
usage of various combinations of terms. The
terminology issue also is reflected in personnel
titles. Again, ASCA has come down firmly on the
title school counselor, although the public still
uses the title guidance counselor, and some school
districts use the title guidance dean, going back to
a title used earlier.
The terminology issue is interesting from a
historical perspective too. Remember the first
term was vocational guidance, and then many
modifiers were placed in front of the word
guidance. In the 1930s guidance became a service
within pupil personnel services with five services:
information, assessment, counseling, placement
and follow-up. Then the counseling service
assumed prominence, so the common labels used
were guidance and counseling. Information and
assessment continued to be a part of guidance
and counseling, but placement and follow-up
became less important and have now almost
disappeared as active parts of school counseling.
Following ASCA’s lead, counseling became the
label of choice as in school counseling programs.
Guidance is still present but is used to label one of
the delivery components of the program, namely,
the guidance curriculum.”
REFERENCES
American School Counselor Association (2012). The ASCA national model: A framework for school counseling programs, Third Edition. Alexandria, VA: Author.
Gysbers, N. (2010). Remembering the past, shaping the future: A history of school counseling. Alexandria, VA: American School Counselor Association.
Lambie, G. W., & Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8(2), 124-131. Guidance Counselor vs. School Counselor
The *NEW* Assessments Feature in Schoology
This new quiz/test generator features some amazing enhanced question types! More importantly, the Test/Quiz feature is going to go away in the next year. Do you already have quizzes/tests created in Schoology? DON'T panic, you can convert these into the NEW Assessments!!!
To learn all about the Assessments feature:
1. Sign into your Schoology account.
2. Click on the following link to access the tutorials I have created for you...
https://nccvt.schoology.com/course/1666307230/materials?f=146538812
Universal Design for Learning - Re-read
Strengthening our inclusion model through professional development and employment of UDL strategies
Last month, the inclusion department focused on the concept of learner variability and what current research has to say on the topic. Understanding that variability is the rule and not the exception, this topic was a great starting point to our monthly UDL focus.
The following is a synthesis of presentation highlights from the various core-academic department PLCs
What is Learner Variability?
Students have varying abilities, preferences, cultures, languages and experiences, all of which affect how they learn (Meyer, Rose & Gordon, 2014)
All students, even those that come from similar cultural backgrounds and have similar abilities, can vary greatly in how they approach learning tasks (Rose & Meyer, 2006)
Examples of learner variability:
- The young person who lives in poverty
- The child learning to speak English and may not yet have the background knowledge to enable comprehension of a reading passage
- The student who already has the skills to excel at a pace beyond the curriculum and is bored because traditional methods of instruction does not engage her or meet her needs
- The student who has experienced trauma in a single event or on a day-to-day basis
- The student who excels at classwork but is devastated socially and emotionally in school
- The student whose learning difference, color, ethnicity or gender makes them susceptible to stereotype threat and low expectations
- The learner with working memory, decoding, or attention challenges who retreats into silence or acts unruly out of fear they will be asked a question they are not yet ready to answer.
See below how to use UDL framework to support for Learner Variability ~ Princilus
Discipline Corner
ON THE SAME SIDE:
· Discipline Quotes!
o “Students don’t care how much you know until they know how much you care.” (Anonymous)
o “Good teaching is one-fourth preparation and three-fourths theater.” (Gail Goldwin)
§ https://www.teachthought.com/pedagogy/52-favorite-inspirational-quotes-for-teachers/
· Make the Call: Remember to please make the phone call. No matter how small the situation, if it is a continuation of behavior phone call home, is an important step in successful classroom management.
Below is the process for dealing with discipline matters at Delcastle.
https://docs.google.com/document/d/1VUod_TOoHtok1l3hpS4N4GTHkibkbCBg5YcUAbWwL6c/edit?usp=sharing
Delcastle Instructional Focus
Interesting Read - Taking Action on Adolescent Literacy by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes
Chapter 1. Student Motivation, Engagement, and Achievement
Why is this component important? Becoming skilled readers, writers, speakers, listeners, and thinkers requires ample opportunity for practice, authentic reasons for communicating, and effective instructional support. To achieve competence in literacy, students must be motivated to engage with literacy tasks and to improve their proficiency as readers and writers. Instruction and practice then provide the coaching and feedback necessary to gain competence. Increased competence inspires continued motivation to engage. This cycle supports improved student achievement. The role of school leaders is to ensure that this cycle of engagement and instruction is provided by all teachers to all students.
Literacy is a big part of the everyday world of adolescents. They pass notes, read e-mail, write in journals, share stories, study the driver's manual, decipher train schedules, search the Web, send instant messages to one another, read reviews of video games, discuss movies, post blogs, participate in poetry jams, read magazines and novels, and so much more. Yet many middle and high school teachers and administrators lament that students just do not read and write anymore, often blaming today's TV and video game culture.
We maintain that many, perhaps most, teenagers are actually highly motivated readers and writers—just not in school. For school leaders who want to improve the academic literacy skills of students so that they will be more successful in school, this situation poses a challenge. Addressing this challenge is the key to a literacy improvement initiative. Helpful questions for school leaders to ask include the following:
- What evidence do we have of students' out-of-school literacy skills that we can build upon to encourage completion of reading and writing assignments in school?
- What motivates and engages students to read and write, and how can we include these types of opportunities throughout the school day and across the content areas?
- What kinds of coaching, instruction, and practice develop proficiency in reading and writing, and how can leaders support teachers to provide these?
Many researchers have explored the richness, competence, and depth of adolescents' out-of-school literacies (see for example, Alvermann, 2003, 2004; Lee, 2005; Smith & Wilhelm, 2002). The motivation for students to read and write outside of school seems to be threefold: (1) the topic needs to be something they feel is important to communicate about; (2) the topic needs to be something they feel strongly about or are interested in; or (3) the reading or writing needs to take place when they want to do it, or “just in time.” Add to this a feeling of competence with the language, topic, or genre and multiple authentic opportunities for feedback and practice. These conditions produce situations in which adolescents are highly engaged with reading and writing.
Consider, for example, this instant message (IM) conversation between two teens who rarely read or write in school. Note the participants' high level of fluency with a code that many adults do not understand:
JZ: what's the 411 on tonight
LilK: we r abt2 hit the mall
JZ: which 1
LilK: TM
JZ: now?
LilK: yeah—going 2 get som p-za n then p/u a movie. u coming?
JZ: may-b. which movie?
LilK: dky—there r a few dope ones. what do you want 2 c
JZ: idk
LilK: what about wolfcreek
JZ: str8 J y? that what you want
LilK: j/c
JZ: what time? Go alap
LilK: Y
JZ: bcoz got 2 do some family stuff. hit my numbers b4 u go
LilK: a-rite
JZ: g2g
LilK: k
JZ: cul8r
LilK: c ya
If adolescents have reading and writing skills as we claim, why is it so difficult to get many of them to read a chapter in the history text or finish a short story in a literature anthology? Several issues are at play. First, out-of-school literacy skills may not be adequate for, or easily transferable to, academic reading and writing tasks. Second, many teachers do not build upon or bridge from out-of-school literacies to develop academic literacy skills because they may assume that because students will not read and write that they cannot. Third, most academic reading and writing assignments are not particularly motivating or engaging. And fourth, many middle and high school teachers do not have the expertise to provide reading and writing instruction in the content areas.
Many students approach assignments as something to get through without understanding the relevance of those assignments to their lives. Many try to avoid assigned reading because for them reading is an unpleasant, arduous, and unrewarding task; for some middle and high school students, their decoding and basic fluency skills are too limited to read grade-level textbooks. For far more students, the content of the textbook, article, or trade book is too difficult or too irrelevant to their experience, and encountering the information on the page is not sufficient for understanding. These students need to talk, write, and connect the content to what they already know to make sense of the material on the page. Other students do not see the relevance of the assigned reading to their lives and are not interested in putting forth the effort to complete the task. Often, however, many of these same students are able to persevere with difficult reading if they are interested in the subject at hand and if they get appropriate help—that is, if they can be motivated and supported to engage with the task.
Engagement with learning is essential, because it is engagement that leads to sustained interaction and practice. Coaching, instruction, and feedback become critical to ensure that students develop good habits and increase their proficiency. Increased competence typically leads to motivation to engage further, generating a cycle of engagement and developing competence that supports improved student achievement.
In the Leadership Model for Improving Adolescent Literacy, the interconnected elements of Student Motivation, Engagement, and Achievement make up the central goal of a schoolwide literacy improvement effort and are represented as the center circle on the graphic that depicts the model. In this chapter, we describe the well-researched connections between motivation, engagement, and achievement. Then we present strategies for motivating students to engage with literacy tasks, followed by a discussion of how engagement is connected to development of proficiency and what leaders can do to promote student motivation, engagement, and achievement. Two vignettes illustrate aspects of motivation and engagement, first through relationship building, then through instructional context. In both, the classroom itself is used as an intervention to get disengaged students motivated and involved in reading and writing for authentic purposes. We conclude the chapter with key messages.