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Presidential Awards for Excellence in Mathematics and Science Teaching – Action Needed

Do you know a STEM teacher in your community who goes above and beyond for their students? Nominate them for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST)! Click this flyerfor more details on the award and the link to make your nomination. Please be sure to review the eligibility criteria on the nomination form. Nominations close on March 1, 2019. Please email Arti Lele the name of your school’s nominee(s) so that we can recognize them at a future School Board meeting.

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.

2019 Gifted Articulation - Action Required

The articulation process has begun this month and continues through June for gifted students in 5th and 8th grades. Attached are updated student and parent input forms in the Articulation Folder on the Gifted SharePoint, as well as the articulation form for teachers to complete. Each region’s gifted resource teacher has communicated the below timeline and next steps to each of their schools and will provide the forms to your teachers in addition to ongoing support with this process.

The timeline is as follows:

  • February: complete articulation forms and collect input forms
  • March 1st: Have all 8th grade input forms (teacher, student, and parent) correlated into packets/uploaded electronically and ready for collection by the GRT.
  • March 11th – 15th: 5th grade Input forms will be delivered to receiving schools
  • March 25th – May 9th: 5th grade meetings are completed with new Education Plans developed
  • May 27th – June 11th: 8th grade meetings are completed by GRTs with new Education Plans developed
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.

New Course Offering for 2019-2020 - FYI

The Secondary Design Team is recommending the following course be adopted for the 2019-2020 school year, pending School Board approval:

 M/J Health Grade 7                 Course Code 800020

 The CDC Health Grant can fund resources and instructional materials for this course. We realize course cards have been distributed, however if interest arises for this course please email Matt Wicks.

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
Feb. 20 – Mar. 1
Elementary Notification and Acceptance Window for School Choice/Magnet
Feb. 22 – March 15
Quarterly Check 3 Window for High Schools
Feb. 25 – March 15
FSA Grade 10 ELA Reading & Writing Retake Window, Algebra 1 EOC Retake
Feb 26 Elementary Principal Meeting
Feb 27 Secondary Principal Meeting
Feb. 1 – 28
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 the links below to access the Instruction at a Glance document for each content area.

Language Arts Courses

Mathematics Courses

Reading Courses

Science Courses

Social Studies Courses


Content Area myPGS Section # Date & Time Location Target Audience Focus/Learning Goal
Science-  Grade 6 #13455



CCMHS Grade 6 teachers Science Academy night on Upcoming Unit and Instructional Strategies. 
Human Growth and Development Training #13861



District Office Building 3 Training Room C

7th & 8th 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?