au courant

connect, collaborate, communicate, create, clarify

Staffing Update

Sheri is moving from her morning position as a severe needs EA to a playschool position with a new PUF student. (Thank you so much to Rachel, Barbie and Shannon for working extra to help this new fellow get started here.)

A substitute - Linda Forrester - is currently taking over Sheri's position as a severe needs EA, but will be working afternoons rather than mornings.

Shannon is extending her hours to include Tuesdays and Thursdays working in the FI K room.

Cory's hours have been extended to work with two severe needs students in Chandra's room in the mornings.

Heidi's hours have been extended to work three half days per week with a severe needs student in grade three FI.

*I don't think I mentioned that our inclusive budget was increased after fall impact assessment meetings, so we were able to meet more students' needs. We are grateful we have staff members who step up so willingly to add hours to their work days in order to meet needs.

Just FYI...

On Monday afternoon, Darin and Tracy will be meeting with some personnel from district office to our A.C.E. Plan, which is being created by the diamond team members. A.C.E. stands for Action, Collaboration, Evidence. Previous to this it was called AERR and before that it was known as the Ed Plan. The A.C.E. plan will be shared with the staff at some point in the future.

Docushare vs Google Drive

Just a reminder not to put anything confidential in Google Drive. Confidential information needs to be placed securely in Docushare please.

I've heard the Exemplar folder is hard to find in Drive...

1. Open your Google Drive.

2. Underneath "My Drive" on the left-hand side, you'll see "Shared Drive" or "Incoming". (You will have one or the other...) Click on it to get into the documents that have been shared with you.

3. In the "Search Drive" bar at the top, type "exemplars for teachers". When you see that folder appear, click on it and it will open up. (All of Tracy's folders - Assessment, Classroom Handbook, etc will be in it.)

4. You will now see My Drive -> Exemplars for Teachers right under the search box. Click on Exemplars for Teachers and select "Move to". In the window that pops open, click the blue "Move" button.


You will now have the Exemplars for Teachers folder right in your OWN drive. Just remember to "Make a copy" of anything you want to edit/file/move so that the original folder stays intact.

Lacombe Light Up the Night Parade

http://www.lacombetourism.com/lacombe-regional-tourism-events/light-night/


When you book your portfolio walks, please be mindful of the fact the Thursday of that week is parade night. You and/or some of your students might want to be there. :)

Field Trip Legalities

Criminal Record Checks: Please ensure you have CRC's from any parents who will be with students under unsupervised circumstances. For example, if you go to the zoo and will allow parents to take a group of students on their own, those parents need to have full CRCs done.


Parent Permission Forms:

1) Signed forms need to be kept for three years in case of a lawsuit, so find a box or drawer just for them please. The following is a list of supporting information to keep with the signed permission forms:

- Blank copy of Parental Informed Consent Letter.

- List of participating students.

- List of participating supervisors.

- Completed Accident Report Forms.

- Agenda, minutes, and attendance records from all field trip meetings (including parent meetings).

- Copies of any correspondence, memorandums, receipts, booking confirmations, etc. relating to field trip.


2) Remember, the walking field trip form parents signed at the start of the year can only be used for exactly what is stated on the form. If you are walking to Michener House and touring the museum, the walking field trip form does not cover you. It would only cover you if you were walking there and back. If you were actually touring the Michener House Museum without getting parent signatures specifically for that trip, and someone falls down the stairs, you would be liable (and have no recourse). Don't forget that many of the division's/school's policies are there to protect the employees!


The Field Trip Resource Kit: Remember to take along a Field Trip Resource Kit which "shall consist of, but is not necessarily limited to", the following:

- A First Aid Kit unless first aid kits are otherwise readily available at your destination.

- A cell phone or other reliable means of communication, given the nature of the field trip.

- Contact telephone numbers for the parents or guardians of all participating students.

- Contact information for emergency authorities (such as medical, etc.) at the destination and any other locations visited.

- A roster of cell phone numbers for division office senior administrators (available from the principal).

- Blank Accident Report Forms.

November 21 CRM Day - only grade level teachers and full time EAs need to attend :)

8:45 - All staff who are in the building meet in the learning commons for a presentation on the new CRM software that will be used in the CRM meetings and some important information from the inclusion coach (muffins will be provided).


CRM Meetings

Thank you for all the support you've given to your identified students. Just a reminder that our protocols require everyone to have action items completed by the meeting, so they can be reported on. The notes are in Docushare if you need a quick review.

JS > JS Internal > JS Staff Area > JS CRM Meeting Notes


10:15-11:45 - Grade 2 teachers have a CRM meeting (location TBA)

12:15-1:45 - Grade 1 teachers have a CRM meeting (location TBA)

2:00-3:30 - Grade 3 teachers have a CRM meeting (location TBA)


The rest of the day is on your own. :)

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Communication

If you are a classroom teacher/support staff combo, please be sure you are arranging time to meet on a reasonably regular schedule, so you have time to talk about students and update each other on your observations. Also, make sure there is clarity around what information can be shared with parents and when. For example, it might be agreed that it is okay for the EA to share general information with parents (eg.," Johnny seemed tired today, He put his down on the table a couple times and didn't seem to want to eat much. He might be coming down with something."), but when it comes to talking about instruction/assessment/IPP goals, the classroom teacher must be the one speaking with the parent. Having said that, teachers please try to avoid having 'parent/teacher interviews' before and after classes (and definitely not during class time). Ask parents to set up a meeting time if they really need to have a conversation.

Video-taping

If teachers are videoing their classes for professional development purposes (ie., to watch yourself or each other teach), that is not a problem. However, if teachers are videoing their classes for a specific purpose (eg., showing a video of Daily 5 at a workshop), parents need to sign a permission form and the forms need to be kept securely in the school. Be sure the form includes the reasons for creating the video and the intended audience.

To create schools that work for all children, we need teachers to teach for engagement.

Two things are clear from the education literature about this matter: student engagement is a prerequisite of student learning, and for learning to be truly meaningful students have to be cognitively engaged.

http://www.idra.org/idra_newsletter/april_2008_student_engagement/teaching_for_cognitive_engagement/#sthash.u7OLsmEC.dpuf

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What Teachers Teaching for Engagement Do

There are teacher behaviors, or strategies, that predict student engagement. Here are some examples.

  • Teachers express high expectations.

  • Teachers create personal human relationships between teachers and students.

  • Teachers use a variety of space, student and room arrangements.

  • Teachers link to prior knowledge and experience.

  • Teachers plan and address allocated time, engaged time and academic learning.

  • Teachers review frequently.

  • Teachers do continual assessment and feedback.

  • Teachers focus language on meaning, form and use.

  • Teachers seek evidence of participation and flow.

  • Teachers ensure all students are always doing something.

  • Teachers articulate rules for participation.

  • Teachers use list of evidence checks.

  • Teachers include lots of language practice.

  • Teachers use a variety of interaction modes.

  • Teachers structure tasks in rigorous, active and accountable ways.

http://www.idra.org/idra_newsletter/april_2008_student_engagement/teaching_for_cognitive_engagement/#sthash.u7OLsmEC.dpuf

How do teachers gauge whether their instructional practices are effective? They ask these questions:

What Engaged Students Say, Do, and Look Like

There are student behaviours (among mainstream and English language learners), that are evidence of student engagement. Below are some examples.


  • Students are included and treated fairly.
  • Students show that they know when they are successful in tasks.
  • Students can make real authentic choices and regulate own learning.
  • Students seem secure and safe in the classroom.
  • Students are actively discovering, constructing and creating.
  • Students are listening, observing, noticing and being mindful.
  • Students are immersed in tasks.
  • Students keep busy and active. They are not clock-watching.
  • Students say they understand task expectations.
  • Students are saying, doing, writing and responding openly.
  • Students look satisfied and fulfilled after responding.
  • Students sit, walk tall, speak up, look self-assured.


http://www.idra.org/idra_newsletter/april_2008_student_engagement/teaching_for_cognitive_engagement/#sthash.u7OLsmEC.dpuf
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Thank you for all your work in preparation for portfolio walk/book fair week, team!! You are amazing!!!!!