Camp Pioneer Trail Bulletin
"We will be known forever by the tracks we leave"
September 24 - September 28, 2018
Gray Wolf Mission
Creating a community of learners where students' are actively engaged to reach their full potential and display positive character.
Officer Martin Visit
Contact him through email to schedule a date - les.martin@jcschools.us
302 Positive Office Referrals as of 9/20!!!!!
*Goal for First Quarter = 500
Discipline Data at a Glance As of Sept. 20
August-September 18/19 Major Events to Date (Including bus) = 26
August-September 17/18 Minor Events = 96
August-September 18/19 Minor Events to Date = 73
Second Steps Lesson Focus for the Week
First Grade - Lesson 3: Following Directions
Second Grade - Lesson 3: Using Self Talk
Third Grade - Lesson 3: Being Assertive
Fourth Grade - Lesson 3: Being Assertive
Fifth Grade- Lesson 3 Being Assertive
*Please review PBS lessons as needed.
Classroom Management and Community Building Corner
Classroom Management Technique - SLANT
All About: SLANT
No matter how great and/or engaging one’s lesson is, if students aren’t alert, sitting up, and actively listening, it is useless learning. SLANT is an acronym used in many classrooms that identifies appropriate classroom behavior. SLANT is effective because it identifies the five key behaviors that will allow students to be successful and absorb the most information. The acronym is:
S– Sit up
L– Listen
A- Ask and answer questions
N– Nod your head
T– Track the speaker
This strategy serves as a short, quick reminder of how students need to be acting in class. This phrase doesn’t take a lot of time; therefore you’re not wasting valuable learning time explaining what you expect out of your students. In asking for SLANT, you are being quick, efficient, and unemotional. This acronym can be taken as a noun such as, “Where’s my SLANT?” Or, as a verb, “Make sure you’re SLANTING!” As a result, as soon as that acronym is spoken, students understand exactly what they are expected to do.
Why this strategy would work
The use of the word SLANT will eventually be an example of classical conditioning in the classroom. The first few weeks of school is when the teacher should constantly be reminding students of what the words mean and the expectations that go along with the acronym. This is important because after the meaning is taught there will be no excuse for students to not understand what is expected of them. There should be group practice in the classroom where you’re basically training your class how to react when they hear the statement, SLANT. For example, “Show me what it means to SLANT.” Then you might respond, “Yes, that’s exactly right.” Or, “Remember to track the speaker, so your eyes should always be on me. Let’s try that again.” With verbal praise or other reinforcing mechanisms, student’s behavior will be shaped in the way that reflects appropriate SLANT. Eventually, as soon as they hear the world SLANT they will automatically do this behavior without having to think about it.
Life Example
On the very first day of school, I will be sure to have the acronym SLANT posted somewhere conspicuous in my classroom. All the letters will be clearly defined and explaining this concept will be one of the first things I do. I plan to make this the basic building block of the classroom and something that will be impossible to forget. Each day for the first month or two, I will remind students of what the acronym means and explain that I will not settle for any behavior less than this. It is important that all students practice “SLANT-ING” so the expectations of the classroom are clear and precise. Non-verbal signals will also be extremely helpful if there is ever a situation that is not appropriate for verbal reminders. For example, I might demonstrate sitting up tall and folding my hands together to remind students to sit up straight. Or, clasp your hand behind your ear to remind them to listen carefully. Through all of these methods, appropriate classroom behavior will be clearly defined and expected.
Teach Like a Champion
Instructional Coaches Corner: Goal Setting with Students
Engaging students in their learning is an essential component to nurturing a growth mindset and supporting student success. i‑Ready can be used in many ways to empower students, help them feel more ownership over their own growth, and get excited about learning.
When a student is actively engaged, he or she will be able to:
Communicate their strengths/areas of improvement
Set goals
Reflect on how they are progressing
Be active participants in deciding what they can do/what they need to do to improve
Embrace a growth mindset
Take their assessment seriously
Ask thoughtful questions
Below is a proven strategy teachers can use to foster student engagement.
Guide Goal Setting
Teachers can help students set achievable yet challenging goals for themselves that can include specific habits and short- and long-term growth goals. Providing multiple opportunities to set goals and scaffolding the goal-setting process can focus students to work toward improvement, reflect on their progress, and establish a growth mindset. Goals should include both performance and learning goals, and should be self-referenced rather than peer-referenced.
Resources:
Ideas from fellow educators on goal settingMonday, September 24 - Staff Meeting - 3:35 (Library)
2. Quick review of JCPS Board Policies for Restraint/Seclusion and Preventing Allergies
3. Proactive Classroom Structures to Help with Overall Management (Scott, Teri, and Tara K)
Wednesday, September 26 - Two Hour Early Release - 1:40 (Terri Miller's Room)
2. Formative Assessments (Melissa Vernon and Terri Miller)
Week at a Glance
Devon Out - ALL
Mobile Dental Visit
7:30...Welch IEP (Bopp)
8:45...Tier 2/3 Meeting
1:00...Scott and Teri Out - Elem. PLC
2:45...PTO Kickoff Assembly
3:35...PT Staff Meeting
Tuesday, September 25
Devon Out - ALL
JCPS Payday
Prenger Out - ALL (Griffin)
Miller Out - PM
Mobile Dental Visit
7:30...Riley RED (Bopp)
3:30...Mistler SIW (Jolly)
5:30...JCPS Foundation Gala
Wednesday, September 26
Mobile Dental Visit
Devon Out - ALL
J. Bax Out - ALL
1:05...Early Release
3:15...Welch SST (Angle)
Thursday, September 27
Devon Out - ALL
Teri Out - ALL (MU)
Lit Team Meeting K-2
10:25...Newcomb RED (Sprenger)
12:30...O'Hara IEP (Culp)
3:30...PT Newbies Meeting
Friday, September 28
Devon Out - ALL
Berhorst Out - AM
8:30...Awards Assembly
1:30...McComb SST (Helms)
2:30...Custodian Meeting
MORNING GYM DUTY FOR September 24-28, 2018
TERRI MILLER, HELMS, HANSEN, AND SIEBENECK
*ALL OTHER STAFF MEMBERS WILL PERFORM DAILY DUTY ASSIGNMENT
*TEACHERS WILL PICK STUDENTS UP AT 8:00 AM.
AFTERNOON GYM ROTATION DUTY FOR SEPTEMBER 24-28, 2018
*ALL OTHER STAFF MEMBERS WILL PERFORM DAILY DUTY ASSIGNMENT
*TEACHERS NOT IN GYM WILL HELP ORCHESTRATE BUS RIDERS
Need to Knows
1. Grades/scores need to be entered into Infinite Campus by Tuesday of each week.
2. Kelly Services number is 1-866-535-5998. Calls need to be made before 6:15 AM. Send Scott a text 9573-619-2852) if you are getting a sub along with the confirmation number.
3. Filter Friday - please make sure you clean your projector filter each Friday. If you need a tutorial on how to do it, please check with Robin.
Happy September Birthday!! (Lounge Duty and Treat Day)
4 - Krista Merk
11 - Sarah Wilson
12 - Jen Dampf
24 - Linda Hutchison
27 - Andrew Berhorst
30 - Tara Verslues
If we missed you, please let us know!
Lounge Duty: Scott Salmons, Terri Tillinghast, Heather Bosch, Erin Barbour, and Scott Brooks
Treat Day: Monday, September 24