2014-2015

james tansey elementarySeptember Open House

AgendaAgenda

•Welcome and IntroductionWelcome and Introduction

•Essential aspects of our school communityEssential aspects of our school community

•Review of 2014 ELA MCAS Data and Instructional ChangesReview of 2014 ELA MCAS Data and Instructional Changes

•Review of 2014 Math MCAS Data and Instructional ChangesReview of 2014 Math MCAS Data and Instructional Changes

•Social-Emotional Wellness and Responsive ClassroomSocial-Emotional Wellness and Responsive Classroom

•Classroom Orientation (Part I)Classroom Orientation (Part I)

•Classroom Orientation (Part II)Classroom Orientation (Part II)

WelcomeWelcome

•Thank you for your participation within our school community. Thank you for your participation within our school community. Together, we can work in partnership to support the diverse needs Together, we can work in partnership to support the diverse needs of our students.of our students.

•We are excited to introduce our faculty and staff to all of you this We are excited to introduce our faculty and staff to all of you this evening. Know that even though there are many new faces, we are evening. Know that even though there are many new faces, we are all here to create a community and culture that is safe, intellectually all here to create a community and culture that is safe, intellectually stimulating, and encouraging to our students and families.stimulating, and encouraging to our students and families.

introduction of staffintroduction of staff

•Lower SchoolLower School

•Grade K: Grade K: Mrs. Kelly Hickman, Mrs. Patricia Holden and Mrs. Diane Mrs. Kelly Hickman, Mrs. Patricia Holden and Mrs. Diane CoriatyCoriaty

•Grade 1: Grade 1: Mrs. Elizabeth Daniel, Ms. Brittany Persons and Mrs. Mrs. Elizabeth Daniel, Ms. Brittany Persons and Mrs. Lynne PevideLynne Pevide

•Grade 2: Mrs. Lisa Furtado and Ms. Jenna CordeiroGrade 2: Mrs. Lisa Furtado and Ms. Jenna Cordeiro

introduction of staffintroduction of staff

•Upper SchoolUpper School

•Grade 3-5 EDBD: Grade 3-5 EDBD: Mrs. Alexandria Rioux, Mr. Danny Mauricio, Mr. Mrs. Alexandria Rioux, Mr. Danny Mauricio, Mr. Brian Gordon, and Ms. Patricia AlexandreBrian Gordon, and Ms. Patricia Alexandre

•Grade 3: Grade 3: Ms. Rachel Nogueira (Math)/Mrs. Deborah Corvelo (ELA)Ms. Rachel Nogueira (Math)/Mrs. Deborah Corvelo (ELA)

•Grade 4: Grade 4: Ms. Ashley Minahan (Math)/Ms. Brie Murphy (ELA)Ms. Ashley Minahan (Math)/Ms. Brie Murphy (ELA)

•Grade 5: Grade 5: Mrs. Victoria Streeto (Math)/ Ms. Alexandria Katsafanas (ELA)Mrs. Victoria Streeto (Math)/ Ms. Alexandria Katsafanas (ELA)

introduction of staffintroduction of staff

•Specialists/ Special EducationSpecialists/ Special Education

•Physical Education: Physical Education: Mr. Matthew DucharmeMr. Matthew Ducharme

•Technology: Technology: Mrs. Angela StankiewiczMrs. Angela Stankiewicz

•Art: Art: Mrs. Heather PerreiraMrs. Heather Perreira

•Music: Music: Mr. Robert BeauregardMr. Robert Beauregard

•Reading Interventionist: Reading Interventionist: Mrs. Susan SheaMrs. Susan Shea

•Special Education K-5: Special Education K-5: Mrs. Kathleen BarbozaMrs. Kathleen Barboza

introduction of staffintroduction of staff

•Support StaffSupport Staff

•Clerk/Substitute: Clerk/Substitute: Mrs. Donna PettenatiMrs. Donna Pettenati

•Nurse: Nurse: Ms. Pamela ReinhardMs. Pamela Reinhard

•Custodians: Custodians: Mr. Joseph Barboza/ Mrs. Denise LacroixMr. Joseph Barboza/ Mrs. Denise Lacroix

introduction of staffintroduction of staff

•Leadership TeamLeadership Team

•Principal: Principal: Dr. Nicholas BretzDr. Nicholas Bretz

•Assistant Principal: Assistant Principal: TBATBA

•School Adjustment Counselor: School Adjustment Counselor: Ms. Sara Jane BibeauMs. Sara Jane Bibeau

•Instructional Coaches: Instructional Coaches: Mrs. Erin Kazen (ELA)/ Ms. Deborah BotelhoMrs. Erin Kazen (ELA)/ Ms. Deborah Botelho

2014-20152014-2015 Aspects of our SchoolAspects of our School

•Alterations to the Schedule:Alterations to the Schedule:• Common Planning Time: extended time for content teachersCommon Planning Time: extended time for content teachers• Intervention: approximately 30 minutes-Intervention: approximately 30 minutes-dailydaily• Recess/ Lunch:Recess/ Lunch:• Grades K/4: Grades K/4: Play 10:43-11:07 Lunch 11:07-11:31Play 10:43-11:07 Lunch 11:07-11:31• Grades: 1/3: Grades: 1/3: Lunch 11:34-11:58 Play 11:58-12:22Lunch 11:34-11:58 Play 11:58-12:22• Grades: 2/5: Grades: 2/5: Play 11:34-11:58 Lunch 11:58-12:22Play 11:34-11:58 Lunch 11:58-12:22

• SEL Groups: K-2, 3-5SEL Groups: K-2, 3-5

• Arrivals: Arrivals: Playground: K-5 Grade 8:20am; Cafeteria: Rain/WinterPlayground: K-5 Grade 8:20am; Cafeteria: Rain/Winter

•Departure: K-1: Departure: K-1: Resource RM; 2-5 Main Entrance Resource RM; 2-5 Main Entrance

(Parents should wait outside, unless there is an emergency/ (Parents should wait outside, unless there is an emergency/ appointments).appointments).

ActivitiesActivities

•Fall Activities:Fall Activities:•Daycare AM: 7:00-8:20 PM 2:58-5:30Daycare AM: 7:00-8:20 PM 2:58-5:30•Homework Club: 2:58-3:45Homework Club: 2:58-3:45•Tutoring Grades 3-5 ELA/ MathematicsTutoring Grades 3-5 ELA/ Mathematics•Technology Parents and StudentsTechnology Parents and Students•Greater Fall River RecreationGreater Fall River Recreation•HEAT CLUB-Healthy Eating Active Time ClubHEAT CLUB-Healthy Eating Active Time Club•Arts and Crafts: K-2/ 3-5Arts and Crafts: K-2/ 3-5

•Social Skills Groups-SELSocial Skills Groups-SEL*see office for questions and fees*see office for questions and fees

Volunteering/ InformationVolunteering/ Information

•Parents and Guardians-see classroom teacher for Parents and Guardians-see classroom teacher for opportunitiesopportunities

•CORI versus FingerprintingCORI versus Fingerprinting

•Please refer to School handbook for half days, vacations, Please refer to School handbook for half days, vacations, attendance, spirit wear, and such.attendance, spirit wear, and such.

ELA MCAS 2013-2014Data Analysis

Here’s what we noticed…Here’s what we noticed…

According to MCAS data in According to MCAS data in grades 3-5 our students grades 3-5 our students performed well on standards 1 performed well on standards 1 and 4 and 4 Students were able to ask and answer Students were able to ask and answer questions to demonstrate their understanding questions to demonstrate their understanding of a text by using evidence in their answerof a text by using evidence in their answerStudents were able to determine the meaning Students were able to determine the meaning of words and phrases in the textof words and phrases in the textStudents’ open response writing improved Students’ open response writing improved with the use of the CEI model (structured with the use of the CEI model (structured format for answering questions about the text)format for answering questions about the text)

Here’s what we noticed…Here’s what we noticed…

According to MCAS data in According to MCAS data in grades 3-5 we need more grades 3-5 we need more work with standard 3work with standard 3Students need to be able to describe Students need to be able to describe characters in a story (for example the characters in a story (for example the character’s traits, motivations or feelings) character’s traits, motivations or feelings) and explain how their actions contribute to and explain how their actions contribute to the sequence of events. the sequence of events.

ELA FOCUS 2014-2015

Focused and explicit feedback to our Focused and explicit feedback to our students during text based discussionsstudents during text based discussionsConsistent small group instructionConsistent small group instructionContinue with CEI (structured format for Continue with CEI (structured format for answering questions about the text)answering questions about the text)Narrative writingNarrative writingMultiple choice and Open Response Multiple choice and Open Response checklistschecklistsHeadsprout New Literacy Computer Headsprout New Literacy Computer Program K-2 Program K-2

MATH MCAS 2013-2014Data Analysis

One vision, one goal, one love…Math!!

Here’s what we noticed…Here’s what we noticed…

Highlights Areas of concern

Grade 3: & Grade 4: • Number and Operations in Base Ten

Grade 5: • Above the state in all domains except Geometry

• Above the state in open response and multiple choice

• 77% Proficient or higher• Significant student growth 76.0

Grade 3: & Grade 4: • Measurement and Data

• Fractions

Grade 4 & Grade 5:• Geometry• Operations and Algebraic Thinking

MATH FOCUS 2014-2015

Holding students accountable to using the Holding students accountable to using the problem solving checklist (k-5) and the open problem solving checklist (k-5) and the open response protocol (3-5)response protocol (3-5)Explicitly teaching mathematical Explicitly teaching mathematical vocabulary vocabulary Focused and explicit feedback based on the Focused and explicit feedback based on the mathematical big idea, model and strategies. mathematical big idea, model and strategies. Students reflecting on their work and Students reflecting on their work and setting goals for future learning.setting goals for future learning.

SOCIAL, EMOTIONAL, LEARNING PLAN

SEL PLAN RATIONALE This school-wide behavior plan incorporates Collaborative and Proactive Solutions (CPS) and the Responsive Classroom approach.

The guiding principles of R.C. and CPS is to continually

teach, model, and reinforce positive behavior in order to reduce challenging behaviors

and discipline problems.

FUNDAMENTAL PRACTICES OF SOCIAL EMOTIONAL LEARNING PLAN 1) Utilizing Teacher Language

2) Building a Positive Community

3) Knowing the Child Individually, Culturally, and Developmentally

4) Teaching Students Behavioral Expectations

5) Responding to Inappropriate Behaviors

RESPONSIVE CLASSROOM GUIDING PRINCIPLES

1) The social and academic curriculum are equally important. 2) How children learn and the content they learn go hand in hand. 3) The greatest cognitive growth occurs through social interaction. 4) To be successful academically and socially, children need a set of social skills: C.A.R.E.S: cooperation, assertion, responsibility, empathy, and self-control. 5) Knowing the children we teach individually, culturally, and developmentally is critical in their learning development. 6) Knowing the families of the children we teach and working with them as partners is essential to children's education.

7) Lasting change begins with the adult community and how they work together.

RESPONSIVE CLASSROOM TEACHING PRACTICES 1) Morning Meeting 2) Rule Creation 3) Interactive Modeling 4)Positive Teacher Language 5) Logical Consequences 6) Guided Discovery 7) Academic Choice 8) Classroom Organization 9) Working with Families 10) Collaborative Problem Solving

MORNING MEETING Every morning, teachers

have a morning meeting with their class.

Morning Meeting Structure:

Greeting: welcome students

Sharing: student share out about a topic

Activity: energizer to prepare the students to be ready to learn for the day

Message: teacher writes a message to his/her class.

The Three R’s of Teacher Language

REINFORCING, REMINDING, REDIRECTING LANGUAGE

1) Reinforcing: Offering feedback for students that expresses appreciation and respect for student efforts

Be specific, detailed

2) Reminding: Used to remind students of expectations to

Be brief and clear

3) Redirecting:Used when behavior has gone off track, behavior

needs to be interrupted immediately

Be clear and give non-negotiable instructions

OUR SCHOOL-WIDE HOPES AND DREAMS

1) Be Respectful

2) Be Responsible

3) Be Safe

School Common Language:

This language is for students to learn and practice to strengthen social skills and school community

C.A.R.E.S

Cooperation, Assertive, Responsible, Empathy, Self-Control

SCHOOL-WIDE BEHAVIOR EXPECTATIONS

Be Respectful Be Responsible Be SafeClassroom See Responsive Classroom Creating Rules with Children Guidelines Below

ArrivalandDismissal

Say good morning and good bye to adults and students each day.

Use a quiet voice when entering and leaving the building.

Be on time to school. Line up when the first bell rings. Have all school items ready. Unpack your backpack at your desk.

Tell an adult if there is a problem. Walk to and from classroom

quietly.

Hallways

Be Silent Walk in a line, hands by your sides. Face forward at all times and stay

to the right. Close lockers quietly

Line up in ABC order Walk in a perfect 10 with your teacher. Walk directly to next location. Have a pass at all times.

Stay with your class. Look straight ahead. Keep personal space between you

and the person in front of you. Use steps one at a time.

Bathrooms

Use the restroom and return to class.

Stay in your own bathroom stall. Use little talking and be polite. Wait your turn. Take care of school property.

Take care of your needs quickly. Flush the toilet. Wash hands with soap. Throw paper towels in trash. Report any problems to your teacher or

nearest adult.

Listen to and follow adult requests. Wash hands with soap. Report any problems to an adult

Cafeteria

Use quiet voices Use manners- say hello, goodbye,

please and thank you. Listen to and follow adult requests.

Enter the cafeteria walking. Stay in a single line and with your assigned

lunch section. Wait to be dismissed into the lunch line. Eat first, talk second. Clean up after yourself. Raise your hand if you need anything

(bathroom, straw, fruit, etc.)

Remain in same seat throughout the lunch period.

Listen to and follow adult requests. Walk at all times. Stay seated until called by an adult.

Playground

Respect others personal space. Follow the rules of the game and

take turns. Use kind words. Share equipment. Respect the grounds and trees.

Play approved games in the assigned play area.

Use equipment appropriately. Stay in your assigned area.

Listen to and follow adult signals. Freeze when you hear the whistle. Line up when you are called. Tell an adult if there is a problem. Keep your hands and feet to

yourself. Look and listen while playing.

RESPONDING TO MISBEHAVIORLogical Consequences:

1)“You break it, you fix it” Student takes responsibility for action.

2)Loss of Privilege If student is not using privilege responsibly, take away privilege temporarily

3)Take a Space A chair in the classroom where students can take a break to refocus.

4)Buddy Teacher System Students will go into a different classroom to have a new environment to refocus and come back to class ready to learn.

STUDENT HANDBOOK AND MISBEHAVIORSThe Process:

1) Challenging behavior/s is presented

2) Address the behavior with student

3) Provide intervention (I.e. grade reflection sheet, redirection, parent phone call/meeting, administration notification, logical consequences)

4) Continued challenging behavior/s

5) Collaborative and Proactive Solutions Approach

6) RTI Process

1. Is this a repeated behavior? (How often, minute, hourly, daily, weekly) 2. Are there a setting events affecting behavior?(Sleep, Medicine, Mood) 3. What Responsive Classroom Approaches can I “and” have I used?(See green shade of triangle) 4. Do I need help? (See yellow shade: complete a referral request with supporting documentation) 5. Is this a safety concern to the child or others? (Contact administration after steps 1,2,3,4 have been

addressed.)

Defiance Disrupting in any area Disrespect of others Obscene language Pushing with the intent to harm Leaving classroom or assigned area without permission. Throwing objects at others Bullying Taking someone else’s property (stealing)

l

REDIRECTION REMINDER VERBAL CUE: (i.e.

reminding language)

VISUAL CUE PROXIMITY

LOGICAL CONSEQUENCE:

LOSS OF PRIVELEDGE

LOGICAL CONSEQUENCE: “YOU BREAK IT,

YOU FIX IT”

TEACHER-STUDENT PROBLEM-SOLVING

CONFEENCE

BUDDY CHAIR/ROOM

ADMIN

SCHOOL ADJUSTMENT COUNSELOR CPS Plan B

PEER MEDIATION

School Adjustment Counselor CPS: Plan B Intervention RTI Referral Re-teach rules and expectations Parent Meeting Behavior Contract (Teacher &

Student) ISS – Bullying Investigation Meeting with Administrator

LOGICAL CONSEQUENCE: Realistic, Related, Respectful:

TAKE A SPACE

Teacher & Counselors collaborate on behavior strategies for challenges using the Responsive Classroom Approach

Disrupting Class Invading personal space and

boundaries Excessive Noise Not using materials or

equipment properly Not completing class work

/homework Noncompliance to adult

request

Repeated Bullying Assault (physical, biting , hitting ,

spitting, sexual) Weapons

RTI Referral

Re-teach the rules Verbal reminders Grade Reflection

Sheet Take a Space

Conference with Child

Conference with Parent

TEACHER-PARENT CONFERENCE

Parent, Teacher, Admin Meeting RTI Team Individual Behavior Monitoring / Contract Suspension Police / Legal Involvement

Yellow= chronic (multiple times)

Green= low incident Green= low incident

Yellow= chronic (multiple times)

Red= Purposefully Harmful to Self or Others

Intentionally leaving the building.

Red= Purposefully Harmful to Self or Others

ACTIONS RESULTS FROM ACTIONS

GRADE REFLECTION FORMS: K-2

K-2 Reflection

Let’s Reflect…

How do you feel?

What Hopes and

Dreams did you forget?

What could you

do next time?

GRADE REFLECTION FORMS: 2-5

2-5 Reflection

Reflection… What are our classes

Hopes and Dreams?

What Happened? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

How did my actions affect others? _______________________ ___________________________________________________________________________________________________________________________________________________________.

How could you follow our Hopes and Dreams next time? ____________________________________________________________________________________________________________________________________________________________________________________.

JOIN US!

Thank you for your Support!Thank you for your Support!

Level 2Level 2

Open House Continues:Open House Continues:

Classroom Orientation Session 1Classroom Orientation Session 1

Classroom Orientation Session 2Classroom Orientation Session 2