BES Staff Newsletter
Nov 27 - Dec 8
Chickasw P.R.I.D.E.
Personal Responsibility, Respect, Integrity, Disciplined,
Engaged
Website: https://www.blythevilleschools.com/o/bes
Location: Blytheville Elementary School, East Moultrie Drive, Blytheville, AR, United States
Phone: (870) 763 - 5924
Facebook: https://www.facebook.com/BlythevilleElementary/
Mission
Vision
Monday, November 27, 2017
- Back to Work Monday - Hope everyone had a nice fall break!
Tuesday, November 28, 2017
Wednesday, November 29, 2017
- Leadership Meeting
- Culture Team Meeting
Friday, December 1, 2017
- HAPPY FRIDAY!!! (10 Days left to Christmas break!)
LOOKING AHEAD INTO NEXT WEEK:
Monday, December 4, 2017
- NED Show @ 9 A.M. Click here for details
- PBIS Store
Tuesday, December 5, 2017
- STAR Testing
Wednesday, December 6, 2017
- STAR Testing
- Leadership Meeting
- STAR Testing
- Adelowo Out
Friday, December 8, 2017
- STAR Testing
- Adelowo Out
- HAPPY FRIDAY!!! (5 Days left to Christmas break!)
BES Morning Procedures
Arrival time for teachers and paraprofessionals is 7:40 a.m. Teachers and staff with duty assignments are expected to arrive early enough to take their duty station at the designated time. Morning duty starts at 7:30 unless you have been assigned an early duty, which starts at the time designated on duty schedule. Students should sit quietly in the hallway engaged in reading or math facts.
Duty Post/Supervision
Please be on time for your duty! It is imperative that all duty posts are
covered at the appropriate times. With all of our eyes and ears, we can deter students from rule-breaking. We should all be watching and encouraging positive behavior. Once you know you are going to be absent, you need to make arrangements for someone to cover your duty post. Although subs are used to cover classes, they are not always
as effective with duty. When possible, we need to use our own staff to cover duty.
Lunch (Student Pick-Up)
Please be on time to pick students up for lunch. This will help the lunch shifts run smoothly and allow ample time for transitions. Paraprofessionals will line students up 1-2 minutes before teachers are scheduled to pick them up.
WALKTHROUGHS
Look-fors during walkthrough:
- Evidence of Lesson Plan (updated and posted by the door)
- Lesson prepared/planned
- Standards-Based Learning Objectives posted
- Exemplary standards-based student work displayed
- Student Engagement
- Effective use of transition time
- Model, guided, or independent/group work
- DOK/Higher level questioning
- Check for student understanding
- Instructional materials used (prepared and ready to maximize instructional time)
- Classroom Management (positive behavior is reinforced/negative behavior addressed through redirecting)
- Classroom Culture (positive student-teacher relationships)
Don't Forget.... Keep your Grades Updated. HAC does not work if we do not keep current grades in the system.
Grading Policy
- Minimum of two grades will be taken and recorded every week for Reading, Language Arts and Mathematics
- Minimum of 2 grades every other week for Science and Social Studies
- Minimum of 1 grade per week for special area classes
- Homework grades will not be recorded in the grade book
- Grades must be published as they are updated in TAC
- Assignment names must be descriptive
Literacy: QC L.3.5 Figurative language, word relationships and nuances in word meanings
Math: 4.NF.2 Compare fractions
- SPED Grading
- Frequent communication with SPED teacher regarding student progress
Math Talks - Mrs. Lauren Starks
According to research there are five major reasons to use Math Talk in class that will increase teaching and learning:
1. Talk can reveal understanding and misunderstanding.
2. Talk supports robust learning by boosting memory.
3. Talk supports deeper reasoning.
4. Talk supports language development.
5. Talk supports development of social skills.
http://minds-in-bloom.com/getting-started-with-effective-ma/
Below, you will find a chart that shows what Math Talk looks and sounds like.
Metacognition - Mrs. Cynthia McCustion
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.
Students may use several comprehension monitoring strategies:
- Identify where the difficulty occurs
"I don't understand the second paragraph on page 76."
- Identify what the difficulty is
"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"
- Restate the difficult sentence or passage in their own words
"Oh, so the author means that coming to America was a very important event in her grandmother's life."
- Look back through the text
"The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."
- Look forward in the text for information that might help them to resolve the difficulty
"The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."
Discipline - Ms. Adelowo
Do not send students to the referral room or leave them out in the hall.