Scott Staff News

Staff Mini Pack Update 2/5/2016

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Principal's Pen

Can you believe we are about to begin the second week of February? I know most of us (especially Leanne) is ready for sandal weather again.

We recently read an article titled "Three Key Factors that Nurture Student Resilience" written by Sara Truebridge, a researcher who challenged the notion that some kids are born with resilience while others are not. Truebridge believes that everyone has the capacity for resilience. Through her research, she states there are three factors that nurture this resilient potential in everyone:

  • Caring relationships with teachers: This includes modeling compassion and creating an open-door policy for students to talk and ask for help.
  • High expectations: At Scott we have high expectations that are appropriate and clear. We recognize the value in progress and well as performance.
  • Meaningful Opportunities for Participation: This might look like daily class meetings to review social or academic concerns, strengthen class norms, model appropriate peer relationships.

When these three factors are present, children have a safe environment to struggle and define their selves amidst challenges.

Several personal strengths are associated with resilience: strengths socially, emotionally, morally, and cognitively. While some might naturally be more resilient, this trait can be tapped and strengthened in all.

It's also critical to recognize that resilience is a process, not a trait. It's a struggle to define oneself when faced with constant challenges from home and/or school. When a student makes "bad choices," it doesn't mean that child is a bad person. It simply means they displayed poor judgement. It is important what they are allowed to learn through these experiences. This struggle with guidance and reflection allows them to become stronger and more confident with their next choices.

We hope you have a relaxing weekend and take time for yourself and your family.

Paige and Leanne

Our Amazing Kristi Taylor in Action...

How can you implement this activity in your classrooms?
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Special Shout Outs

  • Shout OUT to Miriah Vance! Please stop by and welcome Miriah to our campus. She is joining our SLC team!
  • A BIG Woohoo for Kim Crociata! Please stop by and welcome Kim! She is joining Kristi in the library!
  • HOLLER to the 1st grade team! We had a mom email and say, "You all are pros at handling everything! It is so nice to see you giving your students hugs, calling them sweet names, and having conversations with them. It makes my heart happy!" What a compliment!
  • We are SO thankful for Kacey Pennington and Carol Davis. A parent noted that this is the most growth her child has ever made. Mom said, "These two teachers have truly inspired life-long learning in my child."
  • We love our Michelle Jaynes! She is going to mentor a 2nd grade student! We appreciate you.

Teachers Sharing Tips

Check out how teachers on our campus are differentiating!

Celeste Hanvey:

This week I specifically differentiated for my homeroom by copying the math notes I took with my first class. That way, the frustration I usually see with my HR was eliminated. They just glue in the notes, I taught my lesson, we practiced a little… and we were on our way. I also cut out the vocabulary terms for my AU student and give him only 2 choices for each vocabulary question on his quiz.

Megan Manganilla:

  • differentiation strategy = questioning levels
  • how you used it = Guided reading groups , some concept (comparisons and inferences)
  • how effective it was = great, they all were able to answer and understand within their own level
  • any aha's = anyone, no matter what level they are, can be very knowledgeable and can apply their learning

Connie Bisby:

We got the rulers out and started measuring 1/4, 1/2, 3/4 inch because we completely forgot those measurements. We all know we have measured things since Kinder, but they needed a refresher course! Those lines, it’s like they had never seen them before.

Once we were able to go back and measure objects accurately using inches, we were able to move on to the fraction/decimal components….it’s like a light bulb turned on! Success!

Sara Anderson:

This past week, I started a Talk, Read, Talk, Write lesson where I used three different levels of text. I allowed the students to choose the level that worked best for them because I was interested to see how they would choose. When I conferenced with students, I made a huge deal over the students who really chose the best fit for them just as much as I celebrated the ones who wanted to challenge themselves. I wanted them to know that it wasn’t my expectation that they all choose the most difficult one, but that they really think about what is best for their specific needs. It was very effective, and I was so impressed with how self-aware they are!

Sarah Holden:

  • differentiation strategy: Gave a specific venn diagram with lines and large space to write in to a student who needed more space, along with sentence stems to help the student create complete sentences.
  • how you used it – in a reading activity where we were comparing the traditional and contemporary folktale.
  • how effective it was – I was able to model the first 3 stems with this student and he was able to complete the rest on his own.
  • any aha's – I should have been creating this type of venn diagram all year long – having the lines and larger spaces to write really helped!!

Melissa Matthews:

For Fractions, I used our CFA to determine where students were in their fraction understanding. I had some students who benefited from using the cuisanire rods, some used fraction stax, and others were creating their own fractions. If they had mastered the concept before, we moved onto fractions greater than a whole. By using the different manipulatives, the majority of my students were eventually successful in identifying fractions with some even mastering fractions greater than a whole!

Positive Behavior Tips

These strategies were collected from the magazine ADDitude. (Thanks Kim Karp.)

  • Give kids multiple options to complete an assignment. For example, the options for an assignment might include: write a story, draw a comic strip, act out a scene, make a podcast.
  • Think-Pair-Share - allowing students time to share their ideas and organize their thoughts before they share aloud.
  • Use visuals/posters/clipart to help students make memorable connections to the content they are learning, fostering greater engagement.
  • Chunk large assignments into smaller ones for students who feel overwhelmed.
  • Create visual schedules for students with pictures that show them completing what is expected of them.
  • Place your most easily distracted or distracting students in charge of the class for a set time. This can reinforce engagement and responsibilities that your want him/her to become accountable for.
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