Back to School Night Back to School Night Will Begin 2020-2021 In A Few Minutes Tuckahoe Elementary School Tuckahoe Elementary School Third Grade Welcome to 3rd Grade! Learning Toolkits All elementary school students will receive a distance learning toolkit including a variety of math manipulatives, art supplies and science tools to support remote learning. Kits will be distributed through schools in mid-September. Your student’s school will also be providing more information regarding traditional school supplies such as paper , glue, pencils and crayons. Here is a list of suggested items: ● Grades 3: Headphones, Colored pencils, Glue Stick, Highlighter , Wide-ruled paper , pencils, ruler , scissors, 6 composition notebooks, post-it notes, pencil sharpener , markers, (and a quiet work space!) Material pick-up will occur on Thursdays from 2:00-5:30 to pick up paper resources that can be cut/glued into interactive notebooks.
English Language Arts: Instructional Shifts English Language Arts: Instructional Shifts A Day in the Life of a Virtual 3rd Grader This year , we will be teaching using structured literacy practices and resources that have been shown meet the needs of ALL students in our classrooms. Third Graders will sign on each morning promptly at 8:55. We begin Our goal is to meet our students where they are and we will be using a combination of each day with Announcements and Morning Meeting. Afterwards, we whole group, small group, synchronous, and asynchronous instructional practices to do work on Reading, Specials (Art, Music, PE, Library/STEAM), Social so. Studies or Science, Math, and Writing. We end each day with a Closing APS ELA Instruction Meeting. ➔ Whole group instruction that is explicit and systematic ➔ Small group instruction that is explicit, systematic, and cumulative. Targeted small group We have several movement breaks spread throughout the day to allow instruction will utilize diagnostic information and include frequent progress monitoring, if students to get up, move away from their iPads and move their bodies. necessary Whole and small group instruction will include the following evidence based ➔ elements of reading instruction, as needed to support individual student needs: Lunch, recess, and quiet time are blocked together to provide an phonemic awareness, phonics, structural analysis, fluency, vocabulary, and extended opportunity to enjoy time away from a screen. comprehension. ➔ All students will use Lexia Core 5, a structured literacy instructional resource Arlington Tiered System of Support (ATSS) Arlington Tiered System of Support (ATSS) Schools will continue to use the three tiers of the ATSS framework to respond to the Helpful ATSS Definitions: individual academic, behavioral, and social-emotional needs of students. For those ➔ Diagnostic Assessment - form of pre-assessment that allows a teacher to students who require additional supports, certain adaptations and modifications will be determine students' individual strengths, weaknesses, knowledge, and skills implemented to accommodate these supports in a virtual setting. These supports could prior to instruction. It is primarily used to pinpoint student difficulties and to include: guide lesson and curriculum planning. ● Frequent individual check-ins with APS stafg, ➔ Tier 1 instruction- core instruction that happens in the general education ● On-going diagnostic assessments, classroom that meets the needs of 80-85% of the students. It focuses on ● Direct, explicit, and systematic synchronous instruction, differentiated, flexible, and inclusive instructional practices. ● Increased frequency and duration of small group instruction and/or intervention, and Universal Design for Learning - Universal design for learning (UDL) is a ➔ ● Difgerentiated and scafgolded Tier 1 synchronous and asynchronous instruction framework to improve and optimize teaching and learning for all students utilizing Universal Design for Learning guidelines. based on scientific insights into how humans learn. UDL framework guides APS stafg will continue to ofger a wide variety of interventions for students in the design of instructional goals, assessments, methods, and materials that need, including but not limited to Orton-Gillingham and Zones of Regulation, can be customized and adjusted to meet individual needs. in a virtual setting. For more information on APS’s student support process, please refer to the Student Support Manual using the QR code located here.
Standards Based Assessment Does Standards Based Grading NOT Equate to Letter Grades 2020-21 APS Standards-based Reporting Performance Levels Meets Standard : The student consistently demonstrates mastery of the standard. ● Meets The student consistently demonstrates mastery of the A standard. Approaching Mastery : The student is in the process of mastering the standard. Standard ● Developing Mastery : The student demonstrates initial understanding of the standard ● with support. Approaching The student is in the process of mastering the standard. B Insufficient Evidence : The teacher does not have evidence to determine a student’s Mastery ● mastery level for this skill. Features of the Progress Report Developing The student demonstrates initial understanding of the C standard with support. Mastery • Uses performance levels instead of letter grades to reflect students’ progress toward meeting standards Insuffjcient The teacher does not have evidence to determine a • Reports social skills/work habits D • Includes a comment section to provide more specific details about student progress; how Evidence student’s mastery level for this skill. instruction may have included additional depth and complexity (i.e. extension) 10 Progress Report Sample Guiding Instruction ● Teachers will use a variety of formal and informal ways to find where your child is learning ● When any of these informal or formal assessments are given, it will be important for the student to take them completely independently ● These assessments will help guide teachers’ instruction in the classroom ● More details and information will come about formal assessments Parents will view the progress report electronically through ParentVue • Gr. 1-5 progress report – Nov. 20th • K progress report – Feb. 17th
How does a student contact a teacher? Navigating Canvas: An Example Follow these 8 steps! ✉ A student can only send messages to teachers that teach the courses the student is enrolled in. For example: Homeroom course, Art, Music, PE, Library and STEAM.
T ech Help & Support Tech Help & Support Continued Step 1: Troubleshot on your own by visiting the iPad/I’m Stuck Page ● Please follow the 3 step process. ● All tech issues that you are not able to troubleshoot on your own, must be Step 2: Call the APS Family Technology Call Center at 703-228-2570 reported through the APS technology call center or by filling out the Tuckahoe student help request from on the Tuckahoe website. Step 3: Fill out the Tuckahoe student Tech Help Request form on the ● When you fill out the tech form it goes directly to Ms. Allen - Tuckahoe’s Instructional Technology Coordinator. Tuckahoe website ● The tech issues are handled in the order in which they are received, per the form. Please do not email Ms. Allen directly. ● Ms. Allen will follow up with you via email or phone within 24 - 48 hours. I f you are experiencing a tech issue, and email the ● If you email the teacher for tech support, the teacher won’t be able to classroom teacher , the teacher will not be able to assist during live instruction. The Tuckahoe Front office staff will not be get back to you during virtual instruction. Please able to assist with tech issues. follow the steps above. Parent Resources Home-School Communication ● School Talk Messages from Tuckahoe Videos for parents on APS ● Tuckahoe Times (monthly release) student applications and other ● Friday 3rd Grade Team Newsletters sent home at least every two weeks topics ● Offjce Hours held weekly. Please visit Canvas to find your homeroom teacher’s specific schedule ● Teachers will respond to emails during the day as we are able to, APS Elementary Parent however , since we are involved in teaching most emails will be read after Guide to Distance Learning 2:30 p.m. ● Please include Mirna.Lopez@apsva.us on any emails involving attendance
Questions 3rd Grade T eam If you have additional questions, If you need further assistance, please contact us at: please complete this Google Form. Ani Arzoomanian: Ani.Arzoomanian@apsva.us Debra Blackstone: Debra.Blackstone@apsva.us Alexis Marsella: Alexis.Marsella2@apsva.us Rochelle Proctor: Rochelle.Proctor@apsva.us Adam Cook: Adam.Cook@apsva.us Corinne Reilly: Corinne.Reilly@apsva.us
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