Together We Lead Interest Inventory – Action Needed
Part of our planning process for our annual leadership conference, Together We Lead: July 22-24th, 2019involves seeking your feedback and input about your learning needs, conference preferences, desired topics, etc. Please take a moment to respond to this quick survey so that we are able to build a learning and training experience that sets you up for success and meets your needs. https://www.surveymonkey.com/r/togetherweLEAD2019
Clinical Educator Refresher training - Action Required
If you have teachers that have taken Clinical Educator training over 5 years ago and would like to refresh their mentoring skills and practices, please recommend them to attend the one-day Clinical Educator Refresher training on March 5, 2019. Please complete the recommendation form and send to Jenny Rinck no later than Friday, March 1, 2019.
Eureka Math Module Study Release – Share with teachers
Eureka Math Module Study Release dates:
Grade 2 Module 7: March 5, 2019
Grade 1 Module 6: March 8, 2019
Gifted Boundaries - FYI
Attached are the gifted boundaries for 2019-2020 school year in addition to service descriptions below. For schools that are inclusion and self-contained, please refer to our gifted rubrics as you grow and refine your gifted services. For any questions, contact Kristin Ingold.
- Consult (select elementary schools & as needed for high schools)- A teacher of the gifted meets regularly with teachers to plan, implement, and monitor instructional alternatives designed to ensure that the student who is gifted achieves successful accomplishment of their gifted goals.
- Inclusion (select elementary & middle schools)- Teacher of gifted provides gifted services to the student within the education classroom. The classroom is comprised of both gifted and non-gifted learners.
- Self-Contained (select elementary & middle schools)- Services are provided to gifted students within a classroom setting that has been designated as gifted. This environment is made up exclusively of gifted eligible students and facilitated by a teacher of gifted in elementary school or at least 3 gifted endorsed, core content teachers in middle school. If found eligible for gifted services, the EP team may choose to have the child attend their designated self-contained program and transportation will be provided.
| Important Dates | |
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Feb. 20 – Mar. 1
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Elementary Notification and Acceptance Window for School Choice/Magnet
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Feb. 22 – March 15
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Quarterly Check 3 Window for High Schools |
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Feb. 25 – March 15
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FSA Grade 10 ELA Reading & Writing Retake Window, Algebra 1 EOC Retake
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| Feb 26 | Elementary Principal Meeting |
| Feb 27 | Secondary Principal Meeting |
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Feb. 1 – 28
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Comprehensive Needs Assessment (CNA) Window |
| March 1 | FLPBS Midyear 2 Data Collection |
| March 1-15 | Quarterly Check 3 window for elementary and middle schools |
| March 5 | Elementary Design Team Meeting |
Instruction at a Glance
Click each grade level below to access content for ELA, Math, Science, and Social Studies.
Teacher Newsletters
Below are the teacher newsletters for February 2019.
| Content Area | myPGS Section # | Date & Time | Location | Target Audience | Focus/Learning Goal |
| Human Growth and Development Training | #13860 |
02/27/19 8:30-12:30 |
District Office Building 3 Training Room C |
4th & 5th grade Science Teachers. |
The training is designed for first time teachers of Human Growth and Development. This training will be offered on two separate occasions. Teachers will only need to attend one session. Each session will cover the same material. |
| Human Growth and Development Training | #13860 |
03/12/19 8:30-12:30 |
District Office Building 3 Training Room C |
4th & 5th grade Science Teachers. |
The training is designed for first time teachers of Human Growth and Development. This training will be offered on two separate occasions. Teachers will only need to attend one session. Each session will cover the same material. |
| Training Title | Teachers who Attended | Information/ Training Received | What to Expect in the Classroom | Questions to Ask |
| Classroom Management: Expectations, Rules, & Procedures – February 6, 2019 | K-12 classroom teachers |
Participants will know & understand the concepts of expectations, rules & procedures and how they interact. Participants will know & understand how a system of expectations, rules & procedures promotes a positive learning environment. Participants will develop and be able to reinforce specific expectations, rules and procedures in their classroom(s). |
Strategies/activities in place for building positive teacher-student relationships. Classroom rules posted that are positively stated and aligned to school-wide expectations. A classroom discipline plan that explains what happens when students follow the rules and what happens with students break the rules. |
What strategies/activities have you implemented to build positive relationships with your students? How did you model and teach your classroom rules & procedures? What positive consequences and negative consequences have you included as part of your discipline plan? |
| Advance Phonics: Decoding Multisyllabic Words | 2nd-5th grade teachers, coaches, and administrators | Participants learned about the developmental progression of reading with a focus on advance phonics. They gained a deeper understanding of the six syllable types, morphology, and strategies to help students practice and apply foundational skills. |
As a result of the learning, participants should intentionally plan for explicit instruction in decoding multisyllabic words, engaging students in meaningful, hands on practice and application to text. Teachers should help students understand that what they are learning will help them to become a proficient reader and writer. You should see students practicing and applying foundational skills through reading and writing. |
Why is it important for students to provide explicit instruction on the six syllable types? What resources are available to ensure students have opportunity to apply foundational skills to text? |
