Students First
A Newsletter of Florence 1 Schools
Welcome!
Thank you parents and community members for taking time to read about what is taking place in Florence 1 Schools. In each edition of our Students First newsletter, we will highlight programs within our schools, hearing from teachers, principals and students.
Theodore Lester Elementary introduces Robots4Autism and Milo
Robots4Autism + Milo combines an evidenced-based curriculum specifically designed to teach social, emotional, and behavioral skill with a humanoid robot that delivers the curriculum in a consistent manner and that connects with children in a way not accomplished by other humans.
The 2018-2019 school year marks Krista Stephens’ second year in utilizing Milo to assist in facilitating learning and positive student outcomes at Theodore Lester. Krista is an occupational therapist and also a lead teacher at Lester Elementary.
Some of the outcomes noted by Ms. Stephens are:
•Behavior: Rapid decreases in disruptions and meltdowns, increases in ability to concentrate due to calm down modules and acceptance of Milo as a friend
•Emotional Understanding: Increased understanding of human emotions and their meanings creates a willingness to look at humans directly in their face. Students with autism who have worked with Milo over an extended time have also exhibited increased confidence and willingness to engage in social situations.
•Vocabulary: Dramatic increases in verbalization and attempts to use language and expand vocabulary.
•Home: Changes in behavior and interaction at home and recognition by parents that things have improved.
At Southside Middle School arts integration is as easy as A-B-C
Southside Middle School excels in the fine arts. Since 2008, Southside has been recognized as an Arts in Basic Curriculum School. The school is the only middle school in Florence County to have certified arts teachers in all of the following areas: creative writing, drama/theater, band, vocal performance, orchestra and visual arts.
Since 2009, Southside Middle has earned the continuous honor of being named a SC Distinguished Arts Program.
Southside Middle School has written and received over $250,000 in grant funding for arts integration since 2008. Southside began operating in 2014 as a Fine Arts and Technology Academy. The program is open to all Florence One Middle School students based on application acceptance.
According to Principal Craig Washington, “The arts are critical in developing essential skills such as the ability to collaborate with others, critical thinking, problem solving and communication skills needed to be successful in life and the workplace.”
AVID helps Lucy T. teachers, students become more organized and successful
During the 2018-2019 school year, there are many exciting things happening at Lucy T. Davis Elementary School. AVID is one of the many exciting programs that LTD offers its students. AVID is dedicated to helping teachers prepare students for college and beyond. AVID stands for Advancement Via Individual Determination. AVID contributes to our school’s culture by providing teachers with research based strategies that can be implemented within the classroom, across all content areas. WICOR is one piece of AVID’s framework.
WICOR stands for: Writing, Inquiry, Collaboration, Organization, and Reading. Each one of these components are embedded within daily classroom lessons. WICOR strategies guide students to deeper comprehension and increasing skill levels. Teachers select WICOR strategies appropriate to the content and skill objectives of their content area. Students who utilize WICOR strategies actively work with new information in order to think, talk, write, read, and ask questions, leading to long-term learning. It also allows students to develop skills and attitudes that will serve throughout their school career and later in life.
AVID not only improves instruction and increases rigor, but also provides students with necessary student success skills, such as speaking skills and study skills. AVID supports the profile of the South Carolina graduate by providing structures and strategies that encourage world-class skills as well as life and career characteristics. AVID teaches students as young as kindergarten to become organized. At our school, we use planners/agendas, accordion file folders, and a color system for various subjects to help students organize all of their day-to-day materials. Kingsley Wilson, a 3rd grade student at Lucy T. Davis, said that AVID has been very useful.
“AVID has helped me become more organized when I complete my homework,” Kingsley said. “I use my notes from class to study, I use my accordion to organize my journals and papers from class, and I use my agenda to check off the assignments that I complete each day.”
Organization with AVID is also taught through time management skills and student goal setting. Teachers have noticed that students are now beginning to set their own weekly personal academic goals based on their end of the week reflections on learning. The instruction component of AVID incorporates WICOR strategies, but also incorporates 21st century skills, student leadership skills, and rigor for all. However, the leadership component of AVID ensures strategic planning, modeling of expectations from school leaders, and a college readiness culture and vision.
Sonya Graves, principal of Lucy T. Davis Elementary said that AVID has been beneficial for students and teachers.
“AVID has provided opportunities for our teachers and instructional staff to reflect on best practices being utilized in the classroom,” Graves said. “It has caused our students to begin to think more critically, ask questions, and overall become more engaged in classroom lessons. AVID gives students the skills and the relationships necessary to make the most of all their experiences in elementary school. We look forward to continuing AVID in our school and utilizing it to place special emphasis on growing writing, critical thinking, teamwork, organization and essential reading skills necessary for the 21st century.”
Briggs Elementary creates student-leaders with Leader in Me program
Each new school year brings opportunities; opportunities for academic growth but also opportunities for growth in all areas of development. Although children must be knowledgeable when they graduate, they must also be healthy, engaged, responsible, and caring people.
Briggs is a Leader in Me School! We are in our 2nd year of the journey. The Leader in Me program provides our school with the vision and language to lead the school in a way that addresses all areas of development. As each child discovers and develops his/her unique gifts and talents, they are given opportunities to lead. As leaders they become active, engaged partners in their own education and their self-confidence, responsibility, and initiative grows. The children quickly understand the benefits of different gifts and talents; they learn to listen to new ideas, work together to achieve results, and motivate one another to be the best.
The Leader in Me is aligned with best-in-class content and concepts practiced by global education thought leaders. It provides a logical, sequential and balanced process to help schools proactively design the culture that reflects their vision of the ideal school.
Content from The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process.
The 7 Habits is a synthesis of universal, timeless principles of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork, collaboration and renewal, which are secular in nature and common to all people and cultures.
Together, we will watch each and every child grow throughout the year.
Delmae Elementary School embraces language immersion
The Spanish Language Immersion Program began at Delmae Elementary School in the fall of 2016. We are the first school in Florence 1 Schools to offer a language immersion program where students spend equal amounts of time learning in another language. Students have the opportunity to grow with the program throughout their years at Delmae, becoming increasingly fluent in both English and Spanish.
Through our Spanish Language Immersion Program, students are immersed in the Spanish language while following the same South Carolina standards and guidelines as all other students. This gives students an opportunity to become bilingual citizens in our global community. Currently, Spanish Language Immersion provides bilingual education to students in 5K, 1st grade, and 2nd grade. Students learn reading, writing, and spelling in English and learn science, social studies, and mathematics in Spanish. In order to integrate reading and writing into the Spanish curriculum, teachers use a bridging method to incorporate reading and writing skills within the concept areas.
Instruction is designed and conducted in both languages. As a result, students become fluent in both languages in the areas of reading, writing, listening, and speaking. The fluency gained spans across both social and academic language.
In an effort to provide language opportunities to more students attending Delmae Elementary School, we now also serve as one of the pilot schools for IStation Spanish! All students in 5K-2nd Grade visit the IStation Spanish Lab during related arts and learn Spanish through interactive online activities. This program is also used in our language immersion classes to track language progress and fluency.
In the coming months, IStation Spanish will be available to Delmae families from the comfort of their own homes! Students will be given login information so that they can log in on any device at home. We are excited to provide this opportunity for our Delmae families to learn Spanish together!
Students entering kindergarten are eligible to enroll into the immersion program based on availability. Since we house the only Spanish Language Immersion program in the district, the program is open to all 5K students from across Florence One Schools. We encourage all future 5K parents to attend our informational meeting each spring.
Carver Elementary SmartLab engages students in Problem, Project-Based Learning
Carver Elementary Magnet School’s SmartLab is a 21st Century Learning Lab. Learning is different in the SmartLab. The SmartLab addresses the learning modalities in which we all receive and store information. Students have access to a full array of software and equipment to explore, discover, and achieve in their fully integrated learning environment.
Carver students are learners engaged in STEM and digital media through applied technology, and Project/Problem-Based Learning. The SmartLab’s content areas are: Robotics and Control Technology, Software Engineering, Mechanics and Structures, Circuitry, Scientific Data and Analysis, Alternative and Sustainable Energy, Computer Graphics, and Digital Media Arts.
In Carver’s SmartLab, students build their 21st century skills by collaborating, being creative, communicating with team members (through small group or whole class engagements), and developing critical thinking abilities to solve problems.
Every learning engagement in Carver’s SmartLab incorporates elements of project-based and problem-based learning. Students rotate from project to project in upper elementary grades while whole-class, teacher-led activities provide age-appropriate guidance for younger learners. Often, students are in charge of their own learning. The students decide what they want to explore, the depth they explore the subject, and the amount of learning experienced through trial and error.
The SmartLab is in its second year of operation. Last year, the SmartLab concentrated on building and implementing the many aspects of the full range of curriculum opportunities both through equipment and software. During Carver’s Summer STEAM Camp, the SmartLab introduced Video Game Programming, Flying Drones, and 3D Printing. Students also took computers apart to learn about the variety of components that make a computer work.
This year, teachers will be participating in the SmartLab. Teachers will choose state standards that they want supported/emphasized in the SmartLab. The teachers will attend sessions in the lab with their students and observe their progress.
“Last school year, the challenge began when the students entered the SmartLab," said Mrs. Little, Carver Elementary Magnet School’s Principal. “This year the challenge will begin in their regular classroom and continue in the SmartLab. We have developed a schedule for the SmartLab that allows lessons taught in the student’s regular classroom to be expanded on in the SmartLab.
Students will create projects using the SmartLab’s capability in support of instructional material being taught in their regular classroom. This will give our students the opportunity to use what they are learning in the classroom through hands-on use in the SmartLab. Students will demonstrate their mastery of content through problem/project based lessons in the SmartLab”.
This year, Carver is developing a program that not only allows the students to learn advanced science, technology, engineering, and math skills, but to do so in a way that incorporates classroom lessons. The goal is for the student’s learning experiences to be seamless with the related subjects. In this way, the students will learn and understand how their many subjects (science, math, English, social studies, art, music, physical education…) all relate and support each other. This process will utilize the many different ways each student learns. Students explore and learn while having fun.
Care Club encourages Dewey L. Carter students to think about the environment
The CARE Club at Dewey L. Carter focuses on teaching students how to be better stewards of the environment. The focus of the club is to teach students more about C—composting, A—agricultural awareness, R—recycling, and E—environmental awareness. The club is composed of over 80 students in grades 2-6 and 11 teacher volunteers.
The CARE Club meets one Thursday each month to discuss ways that students can take care of the environment. At each meeting, in addition to learning about ways to better the earth, students enjoy making a craft that comes from some type of recycled material.
Over the years, students have used items such as old puzzle pieces, used CDs, wrapping paper scraps, empty baby wipes containers, and empty cereal boxes to create some really neat and useful items. One of the students’ favorite projects over the years was using the large, empty vegetable cans from the cafeteria to make classroom plants for their teachers.
Students decorated the empty cans with paint and a local business donated plants for each container. Students have also made multiplication games out of wipes containers, picture frames out of old CD cases and wall art out of broken crayons. Students are learning that there are so many uses for what some people might consider trash. For any projects for the CARE Club that require money, funds are raised through programs such as Coke Rewards for Schools, Box Tops for Education, Dazz Recycling Ink Cartridges and Tyson A+ for education.
Due to the influence of our CARE Club, Dewey Carter is very invested on recycling. Two years ago the teachers who sponsor CARE Club wrote a grant for recycling containers. The CARE Club was awarded the grant and was able to put recycling containers in every classroom in the school as well as the cafeteria. Students are able to recycle plastic, paper, glass and aluminum. The club also helps pay for a recycling company to come pick up the school’s recycled materials once a week.
The CARE Club likes to involve the community in our initiative. We have had a guest speaker from Department of Health and Environmental (DHEC) come and talk with students about the importance of recycling. They are always amazed at the amount of “trash” that can actually be repurposed. Most recently we have had a representative from Moore Botanical Gardens come and work with the students. Ms. Meeker, the Youth and Outreach Coordinator, taught students about things such as composting and water quality. Our students always enjoy her visit and learn so much about ways they can help the environment even at their age.
The CARE Club has helped make all students at Dewey L. Carter more aware of how to better take care of the world we live in. We encourage our students to take everything they learn in the club back home and share with their family.
McLaurin Montessori teaches students independence and self-discipline
What is Montessori?
The Montessori Method of teaching places an emphasis on independent learning and self-reliance. Learning occurs in an active, inquiring, co-operative, nurturing atmosphere by manipulating materials and interacting with others. Students work at their own pace and are given choices on what they learn to do. Montessori is a “hands-on” method of studying where students experience what they learn through their senses.
The Classroom!
The primary focus is with individualized learning in a non-competitive environment, reducing needless anxiety and offering personal attention. The environment includes carefully sequenced materials which enable the children to learn through concrete experiences. Teachers prepare the environment, program the activities, offer stimulation and options, and serve as observers, exemplars, and facilitators. Through the emphasis of self-discipline and purposeful learning, children in the Montessori environment become responsible, willing and capable participants in their education. They acquire the basis for strong character and moral development, self-confidence and fulfillment.
The Montessori classroom stresses active learning within a prepared classroom environment which consists of attractive, academically sequential materials that stimulate learning. The child’s development takes place in an environment which offers both freedom and structure. The freedom comes from the choices available and the structure from the ordered environment.
Montessori is multi-age, which means that younger students can learn from older students while older students can demonstrate their mastery of certain skills.
Instruction is tailored to the individual. Montessori students learn at their own pace and make their own choices, which teaches them to be independent and self-disciplined.
An emphasis is placed on being responsible for their own learning environment, so students are taught to clean up after themselves and to be courteous and mindful of their classmates. Though they are taught to model independent learning, Montessori students do cooperate and work together and understand the value of teamwork.
Montessori students learn by doing and, thus, develop a foundation towards becoming an active, productive member of society. Because they are taught to see answers for themselves, they develop into individuals who learn for the sake of learning – who also apply what they learn to the real world around them.
Montessori teachers are facilitators who guide and encourage young people to explore their world and become independent thinkers. They nurture a child’s curiosity and creativity and allow them to discover the joy of gathering knowledge. Montessori teachers also follow the progress and skill development of their students and monitor their abilities in the classroom. Academic achievement is still extremely important in the Montessori classroom.
Who can participate?
Children zoned for McLaurin in grades 1-3 participate in our Montessori program. Students living outside the McLaurin zone also have the opportunity to apply for our program. For more information, please contact the office at McLaurin Elementary.
Sneed Middle School brings learning alive in STEM fields
During the 2018-2019 school year, Sneed Middle School is offering four STEM elective classes for students. We are offering Robotics, Medical Detectives, Design and Modeling, and App Creators. Students are learning concepts and using a hands-on approach to bring learning alive in the engineering and medical field.
Students in Automation and Robotics trace the history, development, and influence of automation and robotics as they learn about mechanical systems, energy transfer, machine automation, and computer control systems. Students use the VEX Robotics® platform to design, build, and program real-world objects such as traffic lights, toll booths, and robotic arms.
Students in Medical Detectives play the role of real-life medical detectives as they collect and analyze medical data to diagnose diseases. They solve medical mysteries through hands-on projects and labs, measure and interpret vital signs, dissect a sheep brain, investigate disease outbreaks, and explore how a breakdown within the human body can lead to dysfunction.
Design and Modeling is a pre-engineering class that provides students the opportunity to apply the design process to creatively solve problems. Students design, fabricate, test, and make necessary modifications to optimize their designs. Activities in this class foster collaboration, critical thinking and problem solving, which are skills that are needed in their future careers.
The APP Creators class introduces students to the field of computer science and the concepts of computational thinking, through the creation of mobile apps. Students are challenged to be creative and innovative, as they collaboratively design and develop mobile solutions to engaging, authentic problems.
On August 30, 2018, a Z Space tour came through Sneed Middle School. Students were given the opportunity to explore the library of dissectible models. Students were able to dissect and remove the skin from a frog as well as take apart an automobile engine by a virtual device.
John W. Moore holds Design Thinking Institute, S.T.E.A.M. Camp
During the 2017-2018 school year, John W. Moore’s teachers participated in a school-wide Design Thinking Institute lead by visual arts teacher Sharri Duncan. Ms. Duncan was selected to participate in a statewide Design Thinking Institute lead by Carrie Ann Power, Education Associate for Visual and Performing Arts in the Office of Standards and Learning and Dr. Robin Vande Zande, Kent State University.
South Carolina was the first state in the nation to adopt stand-alone Design Proficiency Standards in June 2017. After each cohort session, Ms. Duncan came back to Moore and shared the learning experience with the Moore staff. By the end of the year, the teachers were knowledgeable in design proficiency.
In April 2018, John W. Moore earned S.T.E.M. accreditation from AdvancEd. In May 2018, the Moore students and teachers held a “S.T.E.A.M. Camp @ Moore, The Playground Project,” where the students redesigned the Moore outdoor spaces in student-lead design teams. Students at Moore were given a design challenge of redesigning the playground at Moore. They spent two days coming up with ideas for a personal fitness area, environmental farm or garden design areas, team sports arenas, and performance spaces.
The design challenge question given to the students at Moore was "Could they redesign the outdoor area behind/beside/or around the building to be used by students for multiple functions, involve community supporters in the re-development of the space, and secure funding to make the space possible?"
Mr. Hall Fuller, architect for the school, came as an expert for the students to interview on day one. Students came up with a design, a prototype, the cost, and developed 3D and 2D presentations for each team, made up of four classes each. On the third day, five students from each team presented their design solutions in a “S.T.E.A.M Camp Fair” in the gym for all students.
As students visited each display they listened to the proposed playground presentations. When students returned to classrooms, they voted on Google forms for ten Design Challenge Awards such as best overall design, favorite space, and best presentation. The students worked hard, had fun, and created new designs that could be implemented with funding options.
In the 2018-2019 school year the Design Thinking Institute will continue with professional development for the staff, helping them with implementation of the Design Proficiency Standards in all aspects of the curriculum. Advanced Critical Thinking Skills will be the first Focus on Learning for the staff and students. Responding, reflecting and feedback are essential ingredients to a successful design prototype for any core academic or fine arts discipline. Continuing to build on this foundation, Design Thinking will strengthen each student in their pursuit of their dreams. Knowing and being able to use the design process fluently in their academic careers will prepare them to be successful 21st century graduates in Florence 1 Schools and go onto future careers that 21st century employers are seeking in the workplace.
Greenwood Elementary hosts Chili-Cookie-Game Night
“We are Fam-i-ly,” was the prevalent message at Greenwood Elementary School’s Family Game Night one chilly autumn evening. Dads and Moms were invited to show off their culinary skills by participating in either the Dad’s Chili-Cook-Off or the Mom’s Cookie-Bake Off. Dads, moms, and students joined in taste-testing after enjoying a fun-filled board game of their choice. More than sixty families took part in the evening activities. Family, fun, and food were captured all in one evening.
Moms and Dads displayed their entries of chili and cookies as they gathered in the cafeteria. Instructions were given to families that as the judges were taste testing, they would transition to the Media Center to partake in a choice of several different games to play. Families began to merge with other families to enjoy each other’s fellowship while playing board games.
Several parents were overheard saying that this was a great evening that the kids enjoyed. One parent in particular said, “My kids have been looking forward to this event all week!” After about thirty minutes of playing board games, everyone convened in the cafeteria for the final judging and door prizes.
Eighty-four board games and refreshments were purchased through a National Network of Partnership Schools grant. This grant also allowed these board games to be checked out by students in our Media Center as a way to continue encouraging families to play the games at home to promote developing social skills and family togetherness. Board and card games offer true face-to-face interactions that can sometimes be limited in our busy, daily lives. Playing a game creates a relaxed environment to converse, laugh, and bond with one another.
West Florence High School seeks AdvancEd certification
Currently, West Florence High School is in the third year of the AdvanceEd STEM certification cycle. We are proud that West Florence teachers have access to more engaging and authentic means for students to gather, analyze, and communicate data. We are seeing the impact from students who are now more immersed and inspired. Students are building deeper conceptual understandings in their STEM related courses, and these skills will carry into other content areas.
Nicole Scipio, Judy Lee, Susan Rhodes, Julie Prommasit, Jeff Chatlosh and Joy Goodsell received a grant from The School Foundation, “Saturate the Curriculum with STEM!” This has allowed for our STEM curriculum to be better utilized as it is enriched with more equipment, training, and hands-on student learning.
Real-time data collection provides opportunities for identifying relationships quickly, leaving more time for quality classroom discussion, engagement in analysis, synthesis and evaluation. The probeware, sensors, calculators, and Spheros have been chosen because of their ease of use for data collection for teachers and students. They are portable, making sharing among the staff much more manageable.
The types of interactive, synergetic modules being used have also been shown to build interest in STEM fields, and will have an impact in student choice for post-secondary education and career planning. It has been well established that STEM education positively impacts students and their abilities to communicate effectively, work in teams, facilitate discussions, practice professional conduct, think critically, and problem-solve solutions.
West Florence STEM classrooms are innovation zones where students work together to apply academic content in a real-world context. Our STEM program appeals to a diverse group of students because it is team-oriented and project-based and does not intimidate students from participation. Probeware and sensors are excellent tools to promote inquiry and improve students’ abilities to reason and analyze, especially when required to explain, interpret and apply knowledge presented in graphical form.
We are committed to providing all students at West Florence with opportunities for STEM learning, not only in traditional STEM courses, but also as cross-curricular experiences. We will continue our pursuit of excellence in the advancement of STEM culture.
Florence 1 Schools
Website: www.f1s.org
Location: 319 South Dargan Street, Florence, SC, USA
Phone: 843-669-4141
Facebook: facebook.com/Flo1Schools
Twitter: @Flo1Schools