Welcome to Weyanoke’s Back to School Night September 21, 2020 Sample Title 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 (Insert Video Here) At-Large Representative 5
Welcome from the Principal & Administration Felicia Usher Principal 6
Staff Introductions Highlight staff or school resources (such as 4th Grade Teachers Mr. Alodah - ESOL Teacher counselors, parent liaison, Mr. Dorrity - Teacher specialists, resource Ms. Bardo - ESOL Teacher teachers, etc.) and how Ms. Lee - Teacher families can find out more Mr. Vassiliev - ESOL Teacher about their roles and/or Ms. McCleaf - Teacher how to contact. Ms. Wright - ESOL Teacher Ms. McCready - Teacher Ms. Anwar - Instructional Assistant Ms. Bates - Special Education Teacher Ms. Turcios - Special Education Teacher Dr. Christopher - Literacy Coach 7
BBCU Quick Reference Guide Microphone Camera Raise Hand Control Panel Share Content Attendees Chat Box Settings
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. 10
Overview of the Curriculum 11
Portrait of a Graduate Who do we want our A goal of FCPS is to provide opportunities for students to demonstrate learning in authentic students to be? ways and support students in the development Communicators of skills that employers are seeking for the Collaborators workforce and are a necessity to be successful Ethical & Global Citizens in the virtual learning environment and Creative and Critical Thinkers day-to-day life. Goal-Directed and Resilient Individuals . 12
Home Supports Digital Citizenship Many supports for families are available on the FCPS Digital Supporting students in developing positive Digital Citizenship Citizenship website: skills is a shared responsibility. bit.ly/FCPSdigcitpublic 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 ● 13
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). 14
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 ● ○ Mathematics what is most essential for all students to show mastery of ○ Science by the end of the school year. ○ Social Studies Include standards from the ● ○ Health (Integrated within Physical spring closure for reteaching Education for 20-21 SY) and intervening in order to close learning gaps. 15
Grade Level Essential Standards and Schedules 4th Grade Class Page 16
Instructional Schedule 17
Monday Schedule Asynchronous activities may ● Morning Meeting (All Students) include: ● AM: Intervention (Selected Students) ● Independent Reading & Writing** ● PM: Teacher Planning & Staff ● Projects** Development ● Assignments posted in Students will engage in asynchronous tasks on Google Classroom Mondays ● Games** Tasks that are assigned to be completed ● ● Videos- reteaching or outside of the instructional daily schedule. enriching learning from the All students will be assigned asynchronous ● week learning as follows: ● Imagine Learning/ ST Math ● Virtual Field Trips PreK-2: 150 minutes (2.5 hours) ○ ● Health & Wellness** Gr 3-6: 180 minutes (3 hours) ○ ** May not involve screen time 18
Tuesday-Friday Schedule Live Time w/ Independent Work Teacher Time • Also called • Students are synchronous working learning independently on assigned • Video tasks during the conferencing with instructional day teacher(s) and/ 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. 19
Grade Level Schedule: Tuesday - Friday 8:30 - 8:55 Morning Meeting 5 minute break 9:00 - 9:55 Language Arts 15 minute break 10:10 - 11:00 Math 30 minute break 11:30 - 12:10 Science/Social Studies 12:10 - 1:30 Lunch/Family Choice 1:30 - 1:40 Positivity Project 5 minute break 1:45 - 2:15 Specials 2:15 - 3:15 W .I.N. 20
Grab and Go Poll Current Lunch Schedule: 12:10pm - 1:30pm 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? 21
How will the learning time be structured? Reading & Writing Math Workshop Science/ Social Studies Workshop • Whole group Focus • Whole group Number • Content may be Lesson (10-15 m.) Sense Routine (5-10m) integrated within Math and Language Arts • Differentiated small • Whole group Focus group instruction Lesson (10 m.) • Whole Group- (minutes vary) Discussion-based, • Differentiated small model investigations, a • Book Clubs or Partner group instruction focus on creative and Reading using (minutes vary) critical thinking breakout rooms • Collaborative tasks/ • Working collaboratively • Independent Reading using breakout rooms in breakout rooms & Writing • Independent Practice (Project-based learning) • Whole Group Reflection • Whole Group Reflection 22
Digital Resources These programs may be discussed in more detail in the classroom presentation (log-in, how it will be used) Please list any additional These digital programs will: Mathematics digital programs students Provide opportunities to practice and apply ● may engage with at your ST Math literacy and mathematics skills school. 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 ● Imagine Learning supplement synchronous, live instruction. 23
Grading and Assessments 24
Grading and Reporting Balanced Assessment Parent/Teacher Elementary Progress Approach Communication Report • Projects • Achievement Grade • Talking Points • Rubrics specific to • Effort Grade • Phone Call assignments • Life, Work & Citizenship • Email • Tests & Quizzes • Performance Tasks Teachers remain in contact Student understanding is with parents throughout each The progress report reflects the assessed in multiple ways. quarter to share and monitor student’s current level of Each assessment type provides student progress. understanding and information to guide and demonstration of knowledge inform instruction to meet the and skills. needs of students. 25
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