The Yuletide Villager
Week of October 29, 2018
The vision of GCS is to inspire success and a lifetime of learning.
McAdenville Elementary
H.O.P.E.
Have Only Positive Expectations
All Plans operational for students
Your Core Plans...
Tier One Core Plans should be completed through PLC at this point. If you haven't given Mrs. Griffith your Core Plan info then do so ASAP
Student Tier Plans that were created in previous years should be active by now.
New Tier Plans should be inputted and active as of this week. Please contact me if you are in need of assistance
Tier I
Created Through PLC
- “ALL” students get in this form of instruction (academic and behavior/social-emotional) and student supports. Tier 1 focuses on the implementation of the district’s Core Curriculum and is aligned with the NC CCSS
- Each Teacher should have discussed through PLC what your Math and ELA focus Areas are and what strategies you will use to bring a better awareness of the skills needed by your students.
- Mrs. Griffith will chart your Tier I core plans in the PLC room for us to track your goal.
Tier II
Created Through EdPlan
- “Some” students receive in addition to Tier 1 instruction. The purpose of Tier 2 instruction and supports is to improve student performance under Tier 1 performance expectations
- Small select group of students that have greater needs than the core plan. Tier 2 services are more “intense” (more time, narrow focus of instruction/intervention) than Tier 1.
Tier III
Created Through EdPlan
- “Few” students receive and is the most intense service level a school can provide to a student. Typically, Tier 3 services are provided to very small groups and/or individual students. The purpose of Tier 3 services is to help students overcome significant barriers to learning academic and/or behavior skills required for school success. Tier 3 services require more time and a more narrow focus of instruction/intervention than Tier 2 services.
- Tier 3 services require effective levels of collaboration and coordination among the staff (general and specialized) providing services to the student. The expected outcome of Tier 3 services, combined with Tiers 1 and 2, is that the student(s) will achieve Tier 1 proficiency levels (academic and/or behavior) established by the district.
Understanding the differences in Tiers:
- The tiers are differentiated by the “intensity” of the services provided. Intensity is defined as the number of minutes and the focus of the instruction/intervention. An increase in the number of minutes of exposure to quality instruction/intervention and/or the narrowing of the focus of instruction would be defined as “more intensive instruction.” Therefore, Tiers 2 and 3 are defined within the context of Tier 1. The number of minutes of instruction and the breadth of that instruction that defines Tier 1 in a school will be the basis for the criteria for Tiers 2 and 3. For instance, if ALL students receive 90 minutes of reading instruction in Tier 1 and that instruction includes phonemic awareness, phonics, fluency, vocabulary and comprehension, then Tier 2 would be defined as additional minutes of quality instruction and/or intervention that focuses on one or more of the five areas of reading, but not all.
- Tier 1 The delivery of instruction in Tier 1 is focused on grade level/subject area/behavior standards using effective large and small group instructional strategies.
- Tier 2 The delivery of Tier 2 instruction is focused on skills that pose a barrier to the acceleration of student learning. Typically, a “standard protocol” approach is used with Tier 2 instruction.
- Tier 3 The delivery of Tier 3 instruction is focused on the skills that pose the greatest barrier to the acceleration of student learning. Tier 3 instruction is characterized by the greatest number of minutes of instruction available in a building and the narrowest focus of that instruction.
- Tier 3 is the most powerful instruction and is characterized by:
2. Smaller instructional groups (or individuals)
3. More precisely targeted at the appropriate level
4. Clearer and more detailed explanations are used during instruction
5. More systematic instructional sequences are used
6. More extensive opportunities for practice are provided
7. More opportunities for error correction and feedback are provided.
Coming in November:
The Lucky 7's Challenge
Complete 7 lessons in Reading and 7 lessons in Math for the entire month with a combined time of 77 minutes (an hour and 17) in the i-Ready program per week!
Teachers, please make students aware of the next challenge and that we know they can do this!
Round One Observation Results
Wow is a more than I normally say, but it is what I have to say. Thanks to each of you that I've had a chance to see. As of today, I am only missing A.Cooper, K. Marett and M. Anderson. I will get you the first of the week.
Thanks for the great classroom routines, ten-minute math practices, rewards and praises for good work, partner work, mini-lessons, mid-shop interruptions, investigations lessons, i-Ready examples, conferences, partner reads, turn and talks, q&a, shared readings, interactive read-aloud, and classroom celebrations.
This was the first time since I've been here that I can say that every teacher was showing his or her better skills helping students. You have grown and your good work will show up where it counts it's guaranteed to make a difference in our results. Students know when we care. They also know when we don't.
Things for us to get better with are student friendly I can statements that change for the work of the day. Here is a K-5 website if you go in deep enough that has an I can for every part of your grade level standard if you need help. You will need to work on perfecting you interactive read aloud. Please don't lose focus on the vocabulary and the standards. While using the materials suggested by the district
Ticket Holders for October
June Conroy - ChristmasTown design
Renee Davidson - Extra Hours
Charles Poole - (2) Extra Cleaning / Helping Hand
Beth Cosby - Lending a helping hand to peers
Kelsey Payseur - (2) Excellent Standards Mastery Scores /Good PLC Discussion
Bobbi Neely - (2) Rocked a PD off-campus/ Gold Star plus help several BT's feel less stressed
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Stuart Beveridge - Helping Hand
Santiago Smith - Helping Hand
Kelly Shore - Kindness to a co-worker
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Bonita Truesdale - Highly Productive PLC
Kelsey Payseur - Highly Productive PLC
Mintz Prillaman - Engaging Mapping PD
Rollins Burrell - Engaging Mapping PD
Angela Hickman - Engaging Mapping PD
Kelly Shore - Engaging Mapping PD
Karen Coffey - Engaging Mapping PD
Audra Cooper - Math Practices PD
Mitz Prillaman - Math Practices PD
Kelly Shore - Math Practices PD
Cindy Smith - Going Beyond the Call of Duty for Kids
Santiago Smith - Mentoring Student
June Conroy - Double Duty to dismiss school
Ashely Aronold - Double Duty to dismiss school
Fonda Cooper - Double Duty to dismiss school
Mike Rymer - Double Duty to dismiss school
Mary McEntire - Double Duty to dismiss school
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Crosby
Neely
Payseur
Truesdale
Shore
Coffey
Hickman
Prillaman
Burrell
Otis
Above named for observations as mentioned in section above
Cindy Smith - Stepping up in the place of a parent for a student
Charles Poole - Rainy Day helper
Charlotte Griffith for her thoughtfulness in purchasing something for a teacher's classroom
School Events Agenda
****GRADES DUE TODAY BY NOON****
K-2 Formative Assessment #1 and Grades 3-5 Check-ins Window
October 29 - November 2, 2018
Check-In Schedule Oct, 30 &, Nov,1st & 6th.
- Tuesday - Reading
- Thursday - Math Online
- Tuesday, Nov. 6th - Science - 5th Only
- November 1, 2018
PTO Meeting
- November 1, 2018 @ 6:30
November 5, 2018
GASTON COUNTY SCHOOLS INSTRUCTIONAL EXPECTATIONS
ELA
MATH
Instructional Focus
Instructional Focus/Concentration:
Elementary Report Card K-2 Standards Sheet (Tabbed Grade Levels at Bottom)
October Focus
Math and ELA Instructional Practices
ELA Instructional Practices 1-3 & Interactive Read Aloud
Make sense of problems and persevere in solving them - Math Instructional Practice # 1
Reason abstractly and quantitatively - Math Instructional Practice # 2
Building The Foundation Professional Development. The sessions will be offered throughout the school year.
Instructional Focus/Concentration:
Engagement and Worksheets
How often are you using worksheets for instruction and homework each day? How can we reduce the number of worksheets used during the school day?
Teacher - Student relationships
How can we change the tone of how we address students? It’s not what you say sometimes it’s how you say it. Model what they expect. The modeling sessions may have to be repeated a number of times, but model the expectations (Behavior and Instruction) with grace and respect for the student.
Agenda and I Can Statements - Daily Expectations
Each classroom should have an agenda listing what will be taught each day.
Each classroom should have I Can statements posted each day and tied to a standard.
- Standards Mastery
- Conferring
- Building Assessments from Standards-Based Instruction
- Small Group Instruction
- Student Proficiency
Elite Education Society of Wildcats
MES Social Worker - Whitney Hill
Please use this referral form for student Social Work Request.
MES School Counselor - Eric Otis
Please use this referral form for student School Counselor Request
2018-2019 School Improvement Team Members
Congratulations to our newest team members and thank you to all others for continuing to serve as members of this great group.
Committee Positions ` Name ` Email Address ` Date Elected
Principal Lucretia Rice lrrice@gaston.k12.nc.us 7/1/2017
School Improvement Team Chairperson Bobbi Neely blneely@gaston.k12.nc.us 9/12/2018
Teacher Representative (Process Manager)Beth Crosby edcrosby@gaston.k12.nc.us 6/1/2014
Teacher Representative Kelly Shore kdshore@gaston.k12.nc.us 8/1/2017
Teacher Representative Kirsten Marett kcmarett@gaston.k12.nc.us 8/1/2017
Teacher Representative Bonita Truesdale bgtruesdale@gaston.k12.nc.us9/12/2018
Instructional Support Representative Charlotte Griffth chgriffith@gaston.k12.nc.us 9/12/2018
District Representative TBD TBD@gaston.k12.nc.us --/--/--
Parent Representative Erika Sutphin mollysmama2008@gmail.com 6/1/2014
School Improvement Team Chairperson
Bobbi Neely