Vero Beach Elementary

September 30th, 2016

FTE Attendance Window

Today begins the FTE Attendance Window for Survey 2.

Please be mindful of student attendance over the next 11 days during this critical attendance period.

To earn FTE for a student they must be in attendance a minimum of 1 day during the 11 day window AND enrolled on October 14th.

Date certain is October 14, 2016 - when we take our “snapshot” of our student data to report to DOE for FTE Funding. It is important to have accurate data to receive full funding.

You must submit your attendance accurately each day during this very important time period.

VBE Friday Focus Meeting

Please make sure you are available this upcoming Friday, October 7th during your planning.
We will be going over some grade-wide trends and develop problem-solving strategies to assist with areas of need and concern.

Please bring your current ELA data, Math data, and writing data to the meeting.
See the Math Coach or Literacy Coach if you need assistance.

Meetings will take place promptly in the front conference room.

Safety Assembly

Monday, October 3rd

Headed by School Resource Officer- Ladell Young. Please get to the location and be ready by the designated time. The session will take 15 minutes.


Topics will include: School safety and reporting unsafe situations


1:00 - 5th Grade


1:20 - 4th Grade


1:40 - 3rd Grade


2:00 - 2nd Grade


2:20 - 1st Grade


2:40 - Kindergarten

District Mandated Cultural Competencies

This is not a VBE mandate, but a District one.


Overview

The CANVAS course is intended to present teachers and administrators a series of observations and research findings on a variety of topics concerning diversity in schools. At the end of each module, some possible next steps, which are supported by research findings, are offered at the classroom, school and district level. These are provided so that participants may have an opportunity to explore and investigate specific topics further based on interest and/or need. In order to complete the on-line course, it is expected that participants read through each module in its entirety, watch the associated videos, and then respond to each module's reflection assignment. In addition to facilitating the online component, the school principal will serve as the lead facilitator during face to face sessions.

While all research and suggestions have to be examined in the context of particular schools and classrooms, this course aims to refresh and expand teachers' and administrators' academic knowledge of diversity in our schools and will lead to next steps that will support ongoing efforts to close the opportunity gap* and achievement gap for students.

No single course can contain an all-inclusive collection of information for educators on diversity. Again, the purpose of this course is to give Indian River School District educators additional academic and research background on dimensions of diversity they may encounter in school settings and allow for an opportunity for school teams to engage in professional dialogue as they work together to continually plan for supports that increase student achievement.

*Closely related to achievement gap, the term opportunity gap refers to the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other factors contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of students Generally speaking, opportunity gap refers to inputs—the unequal or inequitable distribution of resources and opportunities—while achievement gap refers to outputs—the unequal or inequitable distribution of educational results and benefits. Adapted from: Closing the Opportunity Gap by P.L. Carter & K. Welner


Module Descriptors

· Module 1: Race and Educators’ Attitudes

· Module 2: Ethnicity and Immigrant Status

· Module 3: Language

· Module 4: Gender

· Module 5: Socio-Economic Status

· Module 6: School Practices

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This week at a glance:

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