Birdneck Briefing
Week of May 14th
Upcoming Dates and Events Week of May 14th
Upcoming Events
May 14 - PBIS Team meeting 3:00 Library
May 15 - Grade 4 Reading SOL Day 1
May 16 - Grade 4 Reading SOL Day 2
May 16 - PAC meeting in library
May 17 - Grade 3 Reading SOL Day 1
May 17 - Grade 2 Field Trip to Culipher Farms
May 17 - PTA Executive Board Meeting 5:00
May 17 - Spring Music Concert 6:00
May 18 - Grade 3 Reading SOL Day 2
SOL Schedule
May 15 - 4th grade reading part 1
May 16 - 4th grade reading part 2
May 17 - 3rd grade reading part 1
May 18 - 3rd grade reading part 2
May 21 - 5th grade reading part 1
May 22 - 5th grade reading part 2
May 23 - 5th grade math part 1
May 24 - 5th grade math part 2
May 28 - Memorial Day - No School
May 29 - 4th grade math part 1
May 30 - 4th grade math part 2
May 31 - 3rd grade math part 1
June 1 - 3rd grade math part 2
June 5 - 5th grade science
June 6 - 5th grade Virginia studies
This is your Captain Speaking!
Hello Birdneck Family,
I hope you all enjoyed Staff Appreciation Week! I am so thankful to work with such amazing people. You and our students make it possible for me to truly enjoy coming to work each and every day!
I can't believe we are down to the last few weeks of school. SOL's begin on Tuesday and it is that time of year again when stress levels get high, students behaviors start escalating, and our patience grows thinner by the minute. We are a PBIS school that will continue to focus on teaching behaviors to our students. Below is an article that Dan St. Romain put out. All staff are expected to read the article. Using the nine principles below will continue to help with behavior shaping and create a positive environment for you and your students.
Captain Out,
RV Yoshida
Shout Outs!
If you would like to give a SHOUT OUT to a colleague, it is as simple as sending an email to RV to be added to our Shout Outs each week!
Shout out to all of you the best staff in the world!!!!!!!!!!!!
Thank you Nancy Stephenson for the goodies in the ladies room. I was having a Monday and there was the mini snickers to save the day!
I would like to send a shout out to Taressa Frazier for volunteering her time to help prepare students for SOL tests. Taressa has been a helpful presence at Birdneck for many years and is greatly appreciated!
Thanks for all of your Shout outs this week!!!!!!!!!
“We realize the marks we leave in life
Aren’t made of stone or steel
But rather of the lives we’ve touched
And how we make folks feel”.
-Mark Sanborn
POSITIVE BEHAVIOR PRINCIPLES (FOR ALL STAFF TO READ!!!!!!!)
Dan St. Romain, Educational Consulting © 2012 www.danstromain.com
Prevention
1. Behaviors mainly occur in a relationship.
Rarely, if ever, do behaviors occur in isolation. Behaviors are impacted by the response and reaction of other individuals . A student can be placed in six different classrooms, and based on the interactions of the teacher and other students, exhibit very different behaviors in each setting. The interplay of these interactions must be analyzed as a first step in creating positive behavior change. When faced with a student demonstrating behavioral challenges, a teacher must ask, “What am I doing to build a respectful relationship with this child?” This is not the sole determining factor in the behavioral outcome; however, as the connection between the student and classroom strengthens, he or she will be more likely to exert greater effort in attempting to make positive behavioral choices. (Jensen & Gale Group, 2009; Powell & Marshall, 2011)
Bottom Line: One of the most effective ways to create positive behavioral change is to strengthen the relationship. This is the case with the students, as well as their parents.
2. Good teaching incorporates a balance of ritual and novelty.
Rituals provide structure, consistency and feelings of safety. In the classroom it is important for students to be able to anticipate the expectations of the teacher (Scully & Howell, 2008) . This is best accomplished with a predictable routine and consistently followed procedures and rules. Although rituals are critical in the classroom, they must be balanced with novelty. Novelty stimulates the brain and focuses attention. (Sousa, 2006; Sousa, 2010)
When teachers have strong rituals with too little novelty, students may become disengaged at which time behavior problems can arise. In this situation, there is an absence of novelty, so students meet this need by talking or moving, both of which options can be disruptive to the learning process. However, when teachers infuse a great deal of novelty without strong rituals in place, behavior often escalates. Effective teaching requires a balance of the two: rituals for creating order and consistency and novelty for interest and engagement.
Bottom Line: By creating a healthy balance of these two teaching elements, attention to task increases and behavioral concerns decrease.
3. It is easier to channel behavior than to stop it.
Individuals will get their needs met, one-way or another. Too often, adults try to stop students from exhibiting two basic needs: talking and moving. Although these behaviors can be disruptive, Dan St. Romain, Educational Consulting © 2012 www.danstromain.com it is important to understand these behaviors serve important functions. When students talk or move during instruction, they are providing feedback about their needs to the teacher. Rather than trying to stop these behaviors, a more effective approach would be to channel them. Teachers who use chants, songs, activities and other physical means to teach are able to keep students engaged for longer periods of time. This is especially the case with young children who do not have the capacity to stay still or remain quiet for long periods of time. Our goal is to help students develop these competencies as they progress throughout the school year; however, it is much easier to strategically weave socialization and movement into our curriculum at all levels than to attempt to stop these behaviors.
Bottom Line: The more purposefully we embed opportunities for discussion and movement into our instruction, the less likely students will be to meet these needs on their own.
4. Modeled behaviors are internalized.
The behaviors to which students are exposed serve to shape their own behaviors. Family members, peers, teachers and social media all play a part in this process. (Barber, Olsen, & Shagle, 1994) The more a pattern of behavior is modeled, the more likely it will be viewed as normal or accepted in the mind of the student. It is for this reason adults in the school setting need to continuously model appropriate behaviors. Our word choice, tone, body language and affect are all factors impacting student behaviors. A teacher who has a naturally loud volume level can elicit the same from students if he or she is not aware of this attribute.
This principle is most critical in times of stress. When calm, adults often model positive behaviors. However, when in stressful situations, adults are most at risk for modeling the very behaviors we wish to diminish in our students. It is only in continuously examining our own behaviors in light of this principle that we are able to best shape the behavior of our students.
Bottom Line: At all times, model the expected behavior.
INTERVENTION
5. Attention magnifies behavior. Traditional discipline methods often rely on bringing attention to misbehavior as a means of discouraging it. If a student is disruptive in a class, the teacher might publically redirect the student or walk next to him or her using proximity to stop the behavior. Both of the strategies can draw negative attention to the student. When a teacher has a good relationship with a student, these strategies can be effective when used sparingly. However, for students who exhibit more challenging behaviors, these strategies can often serve to escalate behaviors, as well as damage the relationship between the student and teacher. (Sailor, 2008) Rather than verbally pointing out misbehavior, a more effective option is to draw attention away from the problem. Misbehavior can often garner the attention of surrounding students. By focusing the attention of the other students away from the misbehavior, the inappropriate behavior is not inadvertently strengthened. As less attention is given to the inappropriate behavior, the more likely it may be to subside.
When we focus on behaviors, they should be the desired ones rather than the ones we are attempting to extinguish. However, when possible, both positive and negative feedback should be given in a private, rather than public forum. Dan St. Romain, Educational Consulting © 2012 www.danstromain.com
Bottom Line: Draw attention away from misbehavior in an attempt to strengthen positive behaviors.
6. Developmental levels influence behavior. Although we often attribute negative behaviors to poor choices on the part of the student, often times, behavior problems occur because of developmental lags in one or more areas:
• Social – Our ability to get along and interact with others
• Emotional – Our ability to inhibit or exhibit our emotions appropriately
• Ethical – Our ability to understand right from wrong and make good choices
• Cognitive – Our intellectual capacity
• Physical – Our physical growth and development, coupled with our age
Our abilities in each of these areas of development directly influence our actions, so this information must be taken into account when attempting to understand behavior and design appropriate intervention.
As students get older, teachers naturally have higher behavioral expectations for them. We expect students to “act their age.” However, our chronological age is not always the same as our social or emotional age. Many high school teachers, for example, can identify students who display “middle school” social behaviors. When supporting behavior, social and emotional developmental ages must be taken into consideration.
Bottom Line: By identifying how developmental levels impact behavior, we are in a better position to target interventions based on specific skills.
7. Positive behaviors are strengthened through skill development.
When a student struggles in understanding an academic problem, we teach. If he or she doesn’t master the skill, we re-teach. This process continues indefinitely until the skill is mastered and the student is successful. This should be the case with regard to behavior as well. When a student misbehaves in the class, the first question we need to ask is “What specific skill does this student need to master?” If a student is shouting out in class, he or she needs to internalize the skill of getting attention appropriately. If the student argues when corrected, he or she needs to be taught how to accept criticism. This principle requires many educators to shift their perspective about the best way to create long-term behavior change. Ultimately, behavior is better shaped through education rather than punishment. (Dowd, Herron, Hyland & Sterba, 1998; Sailor, 2008)
Bottom Line:Bottom Line: When behavior problems arise, educators have an opportunity to shape the behavior through teachable moments. As the skill is developed, the positive behaviors will strengthen.
CRISIS
8. When stressed the thinking brain shuts down.
Reactions or responses can escalate or de-escalate, accordingly. When calm, individuals can be rational, understand cause and effect, make good decisions and think clearly. When stressed, impulsive, emotional and reactionary behaviors surface. (Sousa, 2010) It is important to understand this concept because it is the foundation for having healthy interactions with both Dan St. Romain, Educational Consulting © 2012 www.danstromain.com students and adults. WHEN you intervene is as important as HOW you intervene. When students are angry or in “crisis” mode, they are not receptive to feedback. Unfortunately, adults often try to reason with an individual in crisis. If our goal is to change behavior, we must focus on timing as a critical factor. When stressed, OUTPUT is turned on and INPUT is turned off. We examine this principle for two main reasons:
• When we see students in “fight or flight” mode, characterized by anxiety and/or heightened stress, our main goal should be to help them get out of “crisis” and move into a better emotional state. When calm, students are in a more receptive state and better able to learn from teachable moments.
• When stressed or upset, adults are less likely to engage in healthy interactions with students. By not “engaging” students while in crisis, adults are better able to diffuse potential power struggles, and ultimately, better model calm behaviors at a more emotionally neutral time.
Bottom Line: 1) When a student is in crisis, the first job is to deescalate. Once calm and rational, new behaviors can be taught and appropriate consequences can be issued. 2) Teachers should be calm and rational when interacting with students. At times, teachers need to “step away” and regain emotional control before discussing behavioral issues with students.
9. Behaviors are often the result of ingrained patterns.
When behaviors are repeated, they develop into patterns in the brain or habits. (Gilkey & Kilts, 2007; Jensen, 2005) When students demonstrate inappropriate behaviors, a teacher’s response or reaction can serve to strengthen a pattern or disrupt it. The most effective teachers are able to minimize attention to these behaviors while using other techniques (distraction, novelty) to better extinguish them. Students who demonstrate repeated behavior concerns tend to develop deeply ingrained patterns; so changing these behaviors can be very challenging. The ultimate goal of intervention in these situations is to lessen the amount of time the student exhibits these behaviors over the course of time. Long-term, lasting behavior change is a process. If a student has had ten years of behavior patterning; reshaping these patterns can take an extensive amount of time. The good news is that students can effectively create different patterns based on environmental cues. A student could function on very unhealthy patterns at home, while still having healthy interactions at school. The pattern is shaped by our response or reaction accordingly.
Bottom Line: When student exhibit inappropriate behavior patterns, adults should work to disrupt these patterns quickly in an attempt to build positive relationships and healthy interactions. Distraction is one of the most effective ways to disrupt inappropriate behavior patterns in our students.
These principles are designed to complement behavior management expectations that are clearly outlined and consistently reinforced. When used as a common framework for both prevention and intervention, teachers will be better equipped at creating positive and enduring behavior change in their students.
Dan St. Romain, Educational Consulting © 2012 www.danstromain.com
Achieve 3000 End of Year Procedures.
The purpose of this memo is to provide administrators and instructional staff with information regarding the end-of-year procedures for Achieve 3000. The Post LevelSet assessment is no longer necessary for the resource. Teachers should continue to use Achieve 3000 as an instructional tool as detailed in the curriculum for the remainder of the school year as students’ multiple choice activities will continue to be evaluated for automatic monthly Lexile adjustment.
If you have any questions, please contact Nicole DeVries, administrative coordinator for the Department of Teaching and Learning, by email at Nicole.DeVries@vbschools.com
2018-2019 ESSENTIAL SESSIONS-TRANSFORMING MATHEMATICS THROUGH COMPUTATIONAL FLUENCY
The purpose of this memorandum is to highlight one of the essential division-wide Professional Learning Program (PLP) classes required for all elementary school teachers. The Department of Teaching and Learning will develop an essential two-hour online course through Schoology that will provide elementary teachers an opportunity to learn strategies to further implement effective instructional and assessment practices needed to build computational fluent students. TRANSFORMING MATHEMATICS THROUGH COMPUTATIONAL FLUENCY
Computational fluency refers to having flexible, efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate strategic thinking and flexibility in the computational methods they choose, understand and can explain and produce accurate answers efficiently. Math specialists will receive license renewal points by monitoring progress for teachers within their respective buildings.
The essential PLP session will not have a make-up date because it will be a course in Schoology where teachers will be responsible for submitting all necessary coursework in order to receive license renewal points. The final submission date is April 5, 2019.
END-OF-YEAR DATE FOR LIBRARY MEDIA SERVICES
Friday, June 1 has been identified as the final date for circulation of library materials to students. This will allow the library media staff sufficient time to retrieve books and other items checked out by students and complete necessary end-of-year library processes.
The following library media services will be provided through the last day of school:
•The library media centers will remain open for instruction, including lessonsled by the library media specialist or other instructional personnel. Also, they will remain open for students to work in small groups or individually to complete assignments
•All print resources and equipment will remain available for faculty use. Circulation for faculty will continue until the last day of school, Friday, June 15.
COLLEGE AND CONTINUING EDUCATION INFORMATION PROGRAM FOR EMPLOYEES
Tuesday, May 29, 6 p.m. - 8 p.m. at Plaza Annex PDC
For employees of
Virginia Beach City Public Schools
Sponsored by the school division’s
Office of Professional Growth and Innovation
The Office of Professional Growth and Innovation for Virginia Beach City Public Schools will host the second annual College and Continuing Education Information Program for employees Tuesday, May 29. This event will be held at the Plaza Annex Professional Development Center, located at 641 Carriage Hill Road, Virginia Beach, from 6-8 p.m.
This event will provide all employees an opportunity to visit with multiple universities and colleges to learn more about available face-to-face and online degree programs, continuing education courses and certification programs/classes.
Please share the attached flyer with your staff. An up-to-date listing of participating schools will be posted on the Office of Professional Growth and Innovation's page on the intranet. If employees have questions or concerns, please ask that they contact Dr. Paulette C. France, coordinator in the Office of Professional Growth and Innovation, at 263-6952 or by email at Paulette.France@vbschools.com. Thank you. Attachment jkg ec: Aaron C. Spence, Ed.D., Superintendent
Marc A.
Digital Learning Summit
As you begin to make plans for summer 2018, please be aware of the dates for the Digital Learning Summer Summit for Teachers (DLSS). The DLSS consists of 4 days of professional learning available to all school division staff, with most sections targeted for teachers. Information regarding these learning opportunities will be conveyed later in the school year. This will be a great opportunity to support our growth as we continue to move to a one-to-one school.
Make sure to sign up in FrontLine! You must sign up for each day that you wish to attend.
Your ITS Nick Dzendel is on the committee for this event, please see him for extra details.
SUBJECT: DEVELOPMENT OF K-12 COMPUTER SCIENCE FRAMEWORK
The Department of Teaching and Learning is seeking highly qualified teachers, principals, administrators, content specialist or others who are available to serve on committees to aid in developing the K-12 Computer Science Curriculum Framework. Committee members will participate in four meetings in Richmond, Virginia, as well as attend virtual meetings to develop curriculum framework documents.
All individuals who wish to serve on one of the Computer Science Curriculum Framework committees must submit an application through the web-based process, Instruction Committee Application Processing System (ICAPS). The application will require a professional reference and division approval.
The deadline to apply to the K-12 Curriculum Framework Committee is May 31. For more information, including details on how to apply, please go to:
http://www.doe.virginia.gov/administrators/superintendents_memos/2018/083-18.shtml.
If you have any questions or need additional information, please contact G. Thomas Coker, secondary mathematics coordinator, at 263-1044 or via email at George.Coker@vbschools.com, or Molly Lewis, elementary social studies coordinator, at 263-1020 or via email at Molly.Lewis@vbschools.com.
Thank you.
Literacy Folders
Schools shall maintain an early skills and knowledge achievement record in reading and mathematics for each student in grades kindergarten through grade 3 to monitor student progress and to promote successful achievement on the third grade SOL tests. This record shall be included with the student's records if the student transfers to a new school." The folders are required for all K-5 students in Virginia Beach City Public Schools (VBCPS). Please note, the standards-based grading report card serves as the achievement record in mathematics for each student.
As a reminder, the folders have a table on the front in which teachers should record the student's annual Spring DRA2 instructional level score. The Spring DRA2 and a spring writing sample should be stored in the literacy folder. For fourth- and fifth-grade students who are reading on or above grade level, their most current DRA2 should be stored in the folder. Teachers will place a checkmark in the table after inserting the spring writing sample, indicating the writing piece has been included in the folder.
The literacy folder and table will provide evidence of literacy performance through the elementary grade levels. In addition, data from the literacy folder will assist teachers in planning instruction at the beginning of each school year to meet students' needs and begin small group reading instruction prior to the completion of the Fall DRA2 administration. The folder will remain in the cumulative file when a student transfers to another school within VBCPS; this includes students progressing from elementary to middle school. If additional folders for incoming kindergarten students, as well as any extras for new students, are needed, please place an order through School Dude. Questions may be directed to Abigail Dougherty, elementary language arts coordinator, at 263-1144 or emailed to Abigail.Dougherty@vbschools.com. Thank you.
TITLE I SUMMER CONFERENCE CALL FOR PROPOSALS
The Title I staff strives to incorporate a diverse array of presenters and perspectives at the conference and welcomes presenters of varying levels of experience. Presenters are encouraged to share a variety of topics to meet the needs of the large division. Proposals should be submitted for 1 hour and 15-minute sessions.
Points/Pay for presenters: Presenters will receive pay for up to two hours of preparation and will receive PLP points for their presentation.
Field Trips
Keep us in your thoughts and prayers
PBIS updates
Hello Birdneck Eagles!
Emphasizing our PBIS expectations and reinforcing them with eggs will make things go much smoother in our school. Rose wanted to thank everyone for their participation during the PDP. In addition, she said it was clear that our staff truly cares about supporting students while working towards their academic and social/emotional growth. In order to receive credit for the course, please click on the following link and complete the reflection piece. https://goo.gl/forms/1C1Xb9078IeKh54r2
Here are the slides that she used, in case anyone would like to read over/dig deeper.
https://docs.google.com/presentation/d/1j-8E0ROZWX7tMgqIRAa1MYAgPyjOkTVJ6CSZQFz3vEo/edit?usp=sharing
Remember, we use the same teaching process for behaviors as we do for academics. Teach, Model, Practice, Reinforce(Eggs!), and Reteach. We look forward to seeing you and your students come up with some creative ways to teach, learn, and practice our school wide expectations! Thank you for all that you continue to do to support our students.
Go Eagles!
-Your PBIS Team
Thank you for all that you continue to do to support our students.
Join our PTA
IMPORTANT REMINDERS
Join the PTA! Our goal is to have 100% Staff participation!!!!!!!!!
Support Birdneck Elementary students by joining the PTA. Don't miss out on the benefits from joining the PTA. Receive over $300 in savings... all for just $5 for a membership. Check out the PTA website at http://birdneckpta.weebly.com/
BIRDNECK ELEMENTARY SCHOOL
BIRDNECK ELEMENTARY SCHOOL
BIRDNECK MISSION
The mission of Birdneck Elementary is to dedicate ourselves to the success of all children, preparing them to meet today's expectations and tomorrow's challenges.
BIRDNECK VISION
Children are our future. We are dedicated to their success.
BIRDNECK BELIEFS
We believe in a collaborative community in which teachers, administrators, students, and parents work together for student success.
We believe in creating a safe, nurturing, and positive environment in which all students can strive for excellence and achieve their individual potential.
We believe we will prepare our students for success by providing 21st century learning and developing within our students critical thinking, effective communications and problem solving skills.
Website: http://www.birdneckes.vbschools.com/
Location: 957 South Birdneck Road, Virginia Beach, VA, United States
Phone: 757-648-2120