The Bailey Times
April 23, 2019
Why is our focus on Social Emotional Learning next year?
#1 Not all teachers are empathetic to the needs of students that don't fit the "mold".
Students that don't fit the "mold" are the ones that push the boundaries, make horrible choices on a daily basis, seem to want to push everyone away so they kick, punch, say mean things and generally make a teacher want to pull her hair out and find a different job. Many teachers are not empathetic because they don't understand why a student would continue to behave this way and receive constant negative attention and never seem to get better. Some teachers are not empathetic because they do not know how to see the "real" child underneath all of the behaviors. These are kids who really do want a relationship with their teacher but they do not trust easily so if their teacher does not understand them, then they continue the unacceptable behaviors they use in order to push others away because that is all they know to do in order to protect themselves. I think we have all struggled with this and finding ways to deal with these types of students!
#2 Many teachers have no idea what it is like to personally have a child that does not "fit" in the classroom.
Many teachers have been blessed to have had children that were awesome at school, did not create issues for teachers, did well in class, etc. Some teachers, however, actually know first hand how hard it is for children that have issues such as ADHD, Emotional Disorders, Oppositional Defiance, Autism, and a billion other needs to do well at school. The one thing that these particular teachers know is that it only takes ONE teacher to help a child make progress in their behavior, not cure it, but make a positive impact that can follow the child to the next grade level and if all the stars align and they get another teacher who actually understands these kids then this kid has a great chance of making it! Not without scars, not without tears, but will make it because he/she had people that got it and made a difference in their future.
#3 Teachers believe they get all the "hard" or "difficult" children.
What are "hard" children? Is there a real definition for this?
I know that back in my teaching career I did get what you might call the "hard" children and it was challenging and I felt like I was not doing what I needed to do in my classroom because of all the issues I was working with on a daily basis. Many days I went home exhausted and wondered if I could keep doing this! I also complained because I was sincerely struggling to run my classroom and also deal with the issues that these difficult children presented every day.
Then as fate would have it I had one of the "hard" children and had to deal with the crazy behavior on a daily basis at home and I understood from a parent view the struggles that were at school. I became one of those teachers that "got" it! I knew how important it was that I held it together to make a difference even if it was to help a child keep his hands off other kids - that was a big deal! They might not listen to me teaching or stay in their chair but they were keeping their hands off other kids and they were developing a relationship with me and they knew deep down that I loved them for who they were, not for what they were doing! Some of those kids have gone on to do great things and they are happy. I hope that I had some small part in helping these challenging children find their footing in school. Some teachers have a natural empathy for our hard to reach students and have a gift for dealing with them but most of us do not which is where social-emotional learning comes in!
So when you say you don't want to have a classroom of those difficult students again because you get them every year or you feel it is your turn to have a "good" class I hope you will take a moment and think through what you are actually saying. One of those students might have been my son because he was difficult but he was also so awesome you just had to try and find the good! It just took a couple of teachers who "got" him in elementary, middle and high school to help him make it, which ultimately helped him graduate from college!
We have difficult or hard children all over BSE so there is no way that you will not get a challenging child in your classroom so we have to find a way for you to "get" these children so that you can actually help them and not contribute to the problem.
I stated a few examples above of what I have observed but I don't think you are not a good teacher if you have trouble dealing with these children! Instead, I see teachers who are trying hard to work with the child, but may not have the tools and training to assist these kids in developing their capabilities in the classroom. This is where social-emotional learning comes in!
Do you know that one in five students may be struggling with a mental illness?
Do you know that there are strategic accommodations you can use that will help students who struggle with anxiety?
Do you know that behavior charts and other similar methods don't teach self-regulation, but they actually hurt our most vulnerable learners?
Would you like to learn better ways to apply consequences for student behavior?
Do you know how to de-escalate a classroom that is in crisis?
These are just a few of the things that I hope we will work on next year to prepare everyone at BSE. My hope is for all of us to become the teacher that can help ALL children, not just those that behave the way we feel they are supposed to.
This will not be easy for all of us because we may need to take a long, hard look at our own thoughts and preconceived notions about those "hard" children and hopefully make some changes which ultimately will make a difference in the life of a child. After all, that is our job!
Coffee Chats
Friday - May 10th - Presented by Moore & McCalla - Getting Your iPad? Now What? They will take a look at 5 fab apps to get you started with your iPads-Seesaw, Pic Edu, Nearpod, CLIPS, and Chatterpix
CASE 21: 2019-2020
Megan Jackson – m1jackson@colliervilleschools.org
The district will continue to use Case 21 as a benchmark for the 2019-2020 school year, as well as using the IO Education platform. There will be available training this summer and the beginning of next school year for new teachers, as well as a deeper dive for teachers who are already familiar with the platform.
Lexia Core 5
For next year, the district is purchasing Lexia Core 5 for ALL K-5 students. Lexia Core 5 is a computer-based program that provides explicit, systematic, personalized learning in the six areas of reading instruction (phonological awareness, phonics, structural analysis, automaticity, vocabulary, and comprehension). It uses a backwards design, meaning it lets the students try the skills on their own, then gradually increases assistance for them as needed. It’s adaptive, allows for progress monitoring without a test, and is game-like, so students will hopefully want to work more (not less!) in the program.
2019-2020 FLEX Time
Sheryl Johnson -s1johnson@colliervilleschools.org
Audience: All Certified Personnel
As outlined on Collierville Schools’ 2019-2020 Instructional Calendar, November 25 & 26, 2019 and January 3, 2020, are designated as required professional development days for all certified personnel. In lieu of working on those days, all certified personnel must satisfy their professional development requirements by attending activities in which flex hours are granted.
Certified personnel must earn 18 flex hours between May 27, 2019—March 31, 2020. Flex hours will only be awarded for participation in professional learning activities provided and/or approved by Collierville Schools and documented in My Learning Plan (MLP). All flex hours must be earned outside of the contracted work day.
*Please see the attached Flex Time FAQ - I have downloaded it below!
Collierville Schools will facilitate a number of professional learning sessions awarding flex credit in the summer during the weeks of June 10-14 & July 22-26, along with a variety of virtual sessions and a few sessions taking place outside of these dates for specific groups. In addition, flex credit will be awarded for summer sessions taking place outside of the district that is initiated by Collierville Schools’ Central Office(examples include, but are not limited to—TDOE Standards Training, PLTW, AP Training, etc.). Summer sessions will be available for participants to registration in MLP early in May.
Elementary Textbook Updates
Megan Jackson – m1jackson@colliervilleschools.org
See below for the Social Studies resources to be purchased for the next school year.
Grades K -1: Additional IRA texts have been purchased that cover both Science and Social Studies. See the attached lists for Kindergarten and 1 st grade. The corresponding Science and Social Studies standards are also included (thanks Sara & Lori!). The additional texts will be worked into the Science and Social Studies Scope and Sequence for next year.
Grades 2 -3: Social Studies Weekly will be purchased for grades 2 -3. This includes hard copy publications, as well as online access. This resource will also be worked into the Scope and Sequence for next year. A PD date will be set for late August/early September. This session will count for Flex credit.
Grades 4 -5: We will be purchasing the new United States through Time for both 4th and 5th. However, the 5th grade textbook, because of the structure of the new standards, will also include the Tennessee through Time as well. The 5th-grade hard copy is a flippable text: United States through Time on one side and Tennessee through Time when the students flip the text over. The 4th-grade text has the Tennessee strand embedded within the content.
We will be purchasing the hard copy/online package. These resources will be the foundational structure of the Scope and Sequence. A PD date will be set for late August/early September. This session will count for Flex credit.
Teachers of grades 2 -5 can access the resources now! See below for instructions to review the curricula in preparation for next year.
StudiesWeekly: www.studiesweekly.com/online
a. Username:TNadoption Password:demo
Gibbs -Smith (4th and 5th grade only ):
http://digital.experiencestatehistory.com/login.htm?tenant=esh
a. Username: TNreview@gibbssmith.com Password: Tennessee
b. Hardcopies should also be available at your school.
Grade Level Needs Assessment - Don't forget to turn in your needs assessment by May 6th or earlier!
Take a moment and read through the articles or blogs that I have looked at this past week! Maybe one will be of interest to you!
Month at a Glance
Testing Window
April 24th - 26th
Out - Vanderbilt with my Mother
April 29th - May 3rd
Penny Wars
April 30th
Collierville Rotary Teacher of Year Banquet @ 6:00 Memphis National
May 1st - 2nd
Out - Vanderbilt with my Mother
May 7th
Fine Arts Night 5:00 - 7:00 and PTA Mtg. at 6:00
May 9th
Out - Vanderbilt with my Mother
Retirement Reception 5:30 at CHS
May Day for Prek- 2nd
May 10th
May Day for 3rd - 5th
May 13th
Parade of Seniors 1:30
May 14th
2nd-grade Musical 9:30 and 2:40
May 15th - 16th
3rd-grade talent shows
May 16th
Faculty Meeting and Leadership Meeting starting at 7:30 Library
May 17th
5th Grade History Fair
May 20th
Chorus and Percussion End of Year Program 9:30 and 2:40
May 21st
5th-grade Luau 11:00
May 22nd
Kindergarten Program 9:30
May 23rd
Student/Faculty Basketball Game
May 24th
Last Day - Dismissal at 12:15