Welcome to Weyanoke’s Back to School Night September 21, 2020 Sample Title 5:30 - 6:30 p.m. Sample Subtitle
Welcome from the School Board Dr. Ricardy Anderson School Board Chair (Insert Video Here) Mason District Representative 2
Welcome from the School Board Karen Keys-Gamarra At-Large (Insert Video Here) Representative 3
Welcome from the School Board Abrar Omeish At-Large (Insert Video Here) Representative 4
Welcome from the School Board Rachna Sizemore Heizer At-Large (Insert Video Here) Representative 5
Welcome from the Principal & Administration 6
Staff Introductions Hannah Bourdon Ann Delahay Kimberly Drummond Raelene Knieriem Chris Spear Arianna Pieragostini Sharmistha Chowdhury Mohamad Alodah Marina Carstens Elizabeth Bardo Rachel Kolb 7
Meet the ESOL Team! The ESOL Team supports 1st grade classrooms to develop English learners’ language proficiency and communication skills through reading, writing, listening, and speaking. There are several ESOL teachers that collaborate with 1 st grade team. Mr. Alodah Ms. Bardo Ms. Carstens Ms. Kolb 8
BBCU Quick Reference Guide Camera Camera Microphone Microphone Raise Hand Raise Hand Control Panel Control Panel Share Content Share Content Settings Settings Attendees Attendees Chat Box Chat Box
English and Spanish Presentation English Presentation: Stay in the Main Room Spanish Presentation: Type S in the chat Presentacion en Espanol: Envie una S en el chat
School Mission and Vision Mission Statement Weyanoke Elementary School, as a collaborative learning community, meets the needs of all students by providing a safe and nurturing environment that inspires and cultivates high student achievement, and the skills to become ethical and responsible citizens. Vision Statement Weyanoke Elementary School is a community of learners dedicated to the belief that all students will be instilled with the core values preparing them to become productive citizens and lifelong learners. These values will transcend beyond the local community guiding our students to meet the challenges of the 21st century. 11
Overview of the Curriculum 12
Portrait of a Graduate Who do we want our A goal of FCPS is to provide opportunities for students students to be? to demonstrate learning in authentic ways and support students in the development of skills that employers Communicators are seeking for the workforce and are a necessity to be Collaborators successful in the virtual learning environment and day- Ethical & Global Citizens to-day life. Creative and Critical Thinkers Goal-Directed and Resilient Individuals . 13
Home Supports Digital Citizenship Many supports for families are available on the FCPS Digital Citizenship website: Supporting students in developing positive Digital Citizenship skills is a bit.ly/FCPSdigcitpublic shared responsibility. ● Establishing Expectations at Home ● Choosing Digital Apps, Games and Services Wisely ● Media Balance and Well-being Toolkit ● Digital Citizenship for Families Online Interactive Course ● Tip Sheets and Videos ● Student Interactives 14
Supporting Students with Social & Emotional Learning Social Emotional Learning (SEL) is the process through which children and adults: ● Understand and manage emotions ● Establish and maintain positive relationships ● Set and achieve positive goals ● Make responsible decisions ● Feel and show empathy There will be an increased focus on Social Emotional Learning in collaboration with The Collaborative for Academic, Social, and Emotional Learning (CASEL). 15
What do we want our students to know, understand and be able to do? VDOE Standards of Learning 2020-21 Essential Standards ○ Reading, Writing & Oral Speaking ● Streamlined the content for what is ○ Mathematics most essential for all students to show mastery of by the end of the ○ Science school year. ○ Social Studies ● Include standards from the spring ○ Health (Integrated within Physical closure for reteaching and intervening in order to close Education for 20-21 SY) learning gaps. 16
Grade Level Essential Standards and Schedules 17
Instructional Schedule 18
Monday Schedule Asynchronous activities may ● Morning Meeting (All Students) include: ● AM: Intervention (Selected Students) ● Independent Reading & Writing** ● PM: Teacher Planning & Staff Development ● Projects** Students will engage in asynchronous tasks on Mondays ● Assignments posted in Google ● Tasks that are assigned to be completed outside of Classroom the instructional daily schedule. ● Games** ● All students will be assigned asynchronous learning as ● Videos- reteaching or enriching follows: learning from the week ○ PreK-2: 150 minutes (2.5 hours) ● Imagine Learning/ ST Math ● Virtual Field Trips ○ Gr 3-6: 180 minutes (3 hours) ● Health & Wellness** ** May not involve screen time 19
Tuesday-Friday Schedule Independent Work Live Time w/ Teacher Time • Also called • Students are synchronous working learning independently on assigned tasks • Video conferencing during the with teacher(s) and/ instructional day or class peers • Not facilitated with a teacher Homework outside of the bell schedule will not be assigned and due between Tuesday-Friday. Students will be asked to complete homework tasks on Mondays. 20
Grade Level Schedule Tuesday - Friday 8:30 - 8:55 a.m. Morning Meeting 9:00 a.m. - 9:20 a.m. Social Studies/Science 9:40 - 10:10 a.m. Specials 10:15 - 11:05 a.m. Language Arts 11:45 a.m. - 12:15 p.m. Small Group Instruction 12:15 - 1:30 p.m. Lunch/Family Choice 1:30 - 1:40 p.m. Postivity Project 1:45 - 2:30 p.m. Math 2;45 p.m. - 3:15 p.m. W.I.N. Time (What I Need) 21
Grab and Go Poll Does the current lunch schedule allow you to pick up breakfast and lunch from one of the food distribution sites, or should we move the lunch block to the 11:00 a.m. hour? 22
How will the learning time be structured? Reading & Writing Math Workshop Science/ Social Studies Workshop • Whole group Focus Lesson • Whole group Number Sense • Content may be integrated (10-15 m.) Routine (5-10m) within Math and Language Arts • Differentiated small group • Whole group Focus Lesson instruction (minutes vary) (10 m.) • Whole Group- Discussion- based, model • Book Clubs or Partner • Differentiated small group investigations, a focus on Reading using breakout instruction (minutes vary) creative and critical rooms • Collaborative tasks/ using thinking • Independent Reading & breakout rooms • Working collaboratively in Writing • Independent Practice breakout rooms (Project- • Whole Group Reflection based learning) • Whole Group Reflection 23
Digital Resources These digital programs will: Mathematics ● Provide opportunities to practice and apply ST Math literacy and mathematics skills ● Allow students to work at their own pace and advance to new learning as they are showing mastery ● Support students’ independent learning with automatic feedback built in Language Arts ● Utilized for asynchronous learning to supplement Imagine Learning synchronous, live instruction. 24
Grading and Assessments 25
Grading and Reporting Elementary Progress Balanced Assessment Approach Parent/Teacher Communication Report • Projects • Talking Points • Achievement Grade • Rubrics specific to • Phone Call • Effort Grade assignments • Email • Life, Work & Citizenship • Tests & Quizzes • Performance Tasks Teachers remain in contact with Student understanding is assessed parents throughout each quarter to The progress report reflects the in multiple ways. Each assessment share and monitor student student’s current level of type provides information to guide progress. understanding and demonstration and inform instruction to meet the of knowledge and skills. needs of students. 26
Elementary Progress Report Marks Consistently demonstrates concepts and skills of standard taught this quarter 4 ● Frequency of behavior, nearly all the time ● Requires no support when demonstrating understanding ● Demonstrates a thorough understanding of content taught ● Makes no major errors or omissions when demonstrating concepts or processes taught Usually demonstrates concepts and skills of standard taught this quarter 3 ● Frequency of behavior, most of the time ● Requires limited support when demonstrating understanding ● Demonstrates a general understanding of content taught ● Makes few major errors or omissions when demonstrating concepts or processes Sometimes demonstrates concepts and skills of standard taught this quarter 2 ● Frequency of behavior, some of the time ● Requires moderate support in order to demonstrate understanding of concepts and skills ● Demonstrates a partial understanding of content taught ● Makes some errors or omissions when demonstrating concepts or processes Seldom demonstrates concepts and skills of standard taught this quarter 1 ● Frequency of behavior, seldom ● Requires considerable support in order to demonstrate learning of concepts and skills ● Demonstrates limited understanding of concepts, skills, and processes taught ● Makes frequent major errors when demonstrating concepts or processes 27
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