Dear all,
Thank you for those who have provided their comments on Google doc or as hard copy as they are easy to read. As placing the comments in the grade book will take some time from you, please do not feel obliged to wait until Kim, Trevor and Heikki have completed the reading of the comments. As we finish the reading of the comments the edits can be done on the grade book itself.
ES Leadership Team Communication
Tuesday, May 31, 2016
Playground Life
Dear colleagues,
As the summer has arrived and the children are actively exploring the playground, please be aware of the following:
1. Please provide guidance for students about a sensitive use of water resources or have a professional conversation with your colleagues and perhaps with the children about the use of clean water in the playground. (This is culturally and geographically a challenging or even sensitive issue. I am not sure if we want to stop children playing with water. However, we tend to educate that water is a limited resource in the world. Children enjoy tremendously playing with the water and do scientific experiments etc. or e.g. just pour a lot of clean water on the ground of which would be seen as a huge waste in some other contexts.)
2. Trees and their branches are getting very close and somewhat aggressive attention by some young and energetic students. Let's be vigilant, prevent and intervene.
3. Some students have played with and removed the grates that cover the ditches in the playground. Yesterday, we had an accident where a student was hurt after stepping into a ditch while running in the playground.
As the summer has arrived and the children are actively exploring the playground, please be aware of the following:
1. Please provide guidance for students about a sensitive use of water resources or have a professional conversation with your colleagues and perhaps with the children about the use of clean water in the playground. (This is culturally and geographically a challenging or even sensitive issue. I am not sure if we want to stop children playing with water. However, we tend to educate that water is a limited resource in the world. Children enjoy tremendously playing with the water and do scientific experiments etc. or e.g. just pour a lot of clean water on the ground of which would be seen as a huge waste in some other contexts.)
2. Trees and their branches are getting very close and somewhat aggressive attention by some young and energetic students. Let's be vigilant, prevent and intervene.
3. Some students have played with and removed the grates that cover the ditches in the playground. Yesterday, we had an accident where a student was hurt after stepping into a ditch while running in the playground.
Class list and transition meetings
Dear colleagues,
Today we have a wonderful opportunity to focus on our students and their learning environment next school year. We will be looking at the initial class lists created by the current classroom teachers and discussing some of the learners and their preferences and needs.
Please, keep in mind the following:
What makes this process perhaps different this year is that there are many teachers currently in the receiving grade levels who are not going to be teaching those children next year. However, the expertise and recent experiences are very important as those currently teaching in the grade levels will have a good sense of the ideal combination of learners in the class.
Specialist teachers: Please join the meetings as you see important to provide input for creating an effective learning environment for the students in your particular subject.
EAL and Learning Support teachers: Please join the meetings from the point of view of who you have been supporting this school year so that we can continue to support the children effectively given our preferred model of co-teaching.
Heikki will be joining some of the meetings to learn more about the students and class list creation process.
Schedule for today's meetings:
Time: 14:40 - 15:20
Who is sharing With Where
PreKA teachers KB Jenny's classroom
Grade 1 teachers Grade 2 Lynette's classroom
Grade 3 teachers Grade 4 Karen's classroom (please consider the two scenarios: 2 or 3 classes)
Time 15:20 - 16:00
Who is sharing With Where
KB teachers Grade 1 Joy's classroom
Grade 2 teachers Grade 3 Saiko's classroom
Grade 4 teachers Grade 5 Jay's classroom
Criteria for creating a balanced class list in the order of priority
1. Learning Support needs (with an IEP or Action Plan)
2. EAL needs
3. Social and emotional needs
4. Linguistic balance
5. Gender balance
Discussion points:
1. Looking at the initial class lists for 16-17 and asking the question: How do we know that these initial class lists are balanced?
2. Discussing some specifically chosen students and their learning, social and emotional needs (not all students)
3. Discussing and making a suggestion of the teacher for each class.
Classroom teachers in 16-17
PreK/KA Kaoru White and Page Born
KB Jennifer Cardon and Ellen Lowery
Grade 1 Joy Thomas and Angela Ngan
Grade 2 Jerome Fugami and Lynette Yodgee
Grade 3 Karen Terry and Suki Mito
Grade 4 Jay Sprague and Karen Shih (and ?)
Grade 5 Jeff Booth and Steve Rampling
Today we have a wonderful opportunity to focus on our students and their learning environment next school year. We will be looking at the initial class lists created by the current classroom teachers and discussing some of the learners and their preferences and needs.
Please, keep in mind the following:
- New students may have an impact on the class lists. (If available, Heikki will bring already confirmed new student information to the meeting)
- Your suggestions and input are vital so that Heikki can make informed final decisions about the class lists and the teacher assignment to each class
- Before the lists are confirmed in August, Heikki will go through the lists with the counselor, Learning Support Teachers, and the EAL coordinator to make sure that our support services can be organized effectively.
What makes this process perhaps different this year is that there are many teachers currently in the receiving grade levels who are not going to be teaching those children next year. However, the expertise and recent experiences are very important as those currently teaching in the grade levels will have a good sense of the ideal combination of learners in the class.
Specialist teachers: Please join the meetings as you see important to provide input for creating an effective learning environment for the students in your particular subject.
EAL and Learning Support teachers: Please join the meetings from the point of view of who you have been supporting this school year so that we can continue to support the children effectively given our preferred model of co-teaching.
Heikki will be joining some of the meetings to learn more about the students and class list creation process.
Schedule for today's meetings:
Time: 14:40 - 15:20
Who is sharing With Where
PreKA teachers KB Jenny's classroom
Grade 1 teachers Grade 2 Lynette's classroom
Grade 3 teachers Grade 4 Karen's classroom (please consider the two scenarios: 2 or 3 classes)
Time 15:20 - 16:00
Who is sharing With Where
KB teachers Grade 1 Joy's classroom
Grade 2 teachers Grade 3 Saiko's classroom
Grade 4 teachers Grade 5 Jay's classroom
Criteria for creating a balanced class list in the order of priority
1. Learning Support needs (with an IEP or Action Plan)
2. EAL needs
3. Social and emotional needs
4. Linguistic balance
5. Gender balance
Discussion points:
1. Looking at the initial class lists for 16-17 and asking the question: How do we know that these initial class lists are balanced?
2. Discussing some specifically chosen students and their learning, social and emotional needs (not all students)
3. Discussing and making a suggestion of the teacher for each class.
Classroom teachers in 16-17
PreK/KA Kaoru White and Page Born
KB Jennifer Cardon and Ellen Lowery
Grade 1 Joy Thomas and Angela Ngan
Grade 2 Jerome Fugami and Lynette Yodgee
Grade 3 Karen Terry and Suki Mito
Grade 4 Jay Sprague and Karen Shih (and ?)
Grade 5 Jeff Booth and Steve Rampling
End of Year Nuts & Bolts and Schedules for Feedback
Dear colleagues,
Please find the slide show from the morning meeting here.
Please follow the link to provide feedback on the DRAFT Wednesday Schedule
Please follow the link to provide feedback on the DRAFT ES Master Schedule
Whoever facilitated this one below....Thank you!
Preview attachment IMG_3
Thank you!
Please find the slide show from the morning meeting here.
Please follow the link to provide feedback on the DRAFT Wednesday Schedule
Please follow the link to provide feedback on the DRAFT ES Master Schedule
Whoever facilitated this one below....Thank you!
Thank you!
Monday, May 30, 2016
End-of-Year Assembly!
We are planning the end-of-year assembly and need your input. The assembly will take place on the last day of school on June 10th at 9:00-10:15 in the Auditorium.
We have one special request. Kae will put together a slide show and she needs the following by Friday June 3rd:
ア) Three Photos from Homeroom Teachers
イ) One or more photos from each specialist class
ウ) Email or a send the link from the Picasa Web or Google Photo.
Tentative Agenda:
- Birthday video
- End-of-year video
- Japanese 'Manners' video as part of PYPX action
- G5 Graduation certificates presentation
- Leaving teachers recognition
- Principal's address to ES
End of Year Literacy Jobs: further details
You can also find the expectations on the End of Year Procedures Document.
End of Year Literacy: further explanation and additional info
Reading:
- Reading continuums to be highlighted for each student and handed to Yuko
- Running record data for each student into the system.
- May running records paper sheets placed into green file and handed to Yuko (these will be handed to next grade level)
Writing
- If you use a writing continuum, highlight and hand to Yuko
- Place a writing sample into Student File (ERB or Narrative On-demand)\
A note for on-demand samples:
Each class has on-demand narrative writing samples from the beginning of the year. K-2 will also collect an end of year on-demand narrative sample to place in the student's writing folder. Please assess each sample using the Narrative writing continuum.
Writing prompt is on page 182 of Pathways Book.
3-5 teachers, please choose if you wish to collect an on-demand sample to compare beginning and end of year standardized writing.
Writing Folders for next year
*Kim will order plastic writing folders (2 clear pockets) for all students K-5 Please let her know if you wish to order your own.
If you are leaving the school (additional to above):
The following resources should be checked back into Kim for her to check-out to and orientate new teachers:
- 4 units of study books (writing)
- CD (writing units)
- Book: Pathways to Common Core
- Book: A Guide to the Common Core Writing Workshop
- Book: A Guide to the Common Core Reading Workshop
Sunday, May 29, 2016
Weekly Update, Monday, 30 May 2016
Dear colleagues,
There are a lot of things to complete between Monday and next Friday. You can find the deadlines for the main things listed below. This Tuesday we will have a brief meeting to reflect this year and looking ahead school year 16-17. Schedules are very close to being finalized, so Tuesday you will get an opportunity to look at the draft master schedule and provide feedback or point out conflicts.
Although, we are crazy busy, let’s make sure we supervise students as much as possible to avoid any additional conflicts between the students of which in the worst case scenario may lead into difficult meetings with parents. So accompany students during transitions, stay extra vigilant during lunch and recess times and please intervene when needed. Stay calm, keep on smiling and carry on.
Time
|
12:15-12:40
|
12:25-12:55
|
12:25-12:55
|
12:15-12:40
|
Week
|
Cafeteria Tables
|
Playground
|
Playground
|
Healthy lunch guide in the cafeteria line
|
5/23/2016
|
Karen
|
Saiko
|
Jerome
|
Not applicable at the moment
|
The Last Two Weeks 30 May-10 June, 2016
Monday, 30 May:
Report Cards due to ES office
Running records completed
Tankyuu Goals Reflection completed
Report Cards due to ES office
Running records completed
Tankyuu Goals Reflection completed
Tuesday, 31 May:
Tuesday Morning Meeting: Quick glance back this year and ahead 16-17 at , 7:50 - 8:25 in the ELAC MPR Refreshments in the Multipurpose room at 7:50
Master Schedule for 16-17 shared for feedback
ES Learning Support Team Meeting
Tuesday Morning Meeting: Quick glance back this year and ahead 16-17 at , 7:50 - 8:25 in the ELAC MPR Refreshments in the Multipurpose room at 7:50
Master Schedule for 16-17 shared for feedback
ES Learning Support Team Meeting
Wednesday, 1 June:
ES Transition Meetings: Starting in the Multipurpose Room at 14:35
ES Transition Meetings: Starting in the Multipurpose Room at 14:35
Thursday, 2 June:
Friday, 3 June:
Last UoI comments to the ES office
All books are returned to book room
Class lists completed
Unit Planners completed
End of Year ES TGIF at 15:30 - 17:00, Venue:
Last UoI comments to the ES office
All books are returned to book room
Class lists completed
Unit Planners completed
End of Year ES TGIF at 15:30 - 17:00, Venue:
Saturday, 4 June:
End of Year Party at the Kobe Club
End of Year Party at the Kobe Club
Monday, 6 June:
Tuesday, 7 June:
Master Schedule ready and communicated for 16-17
Master Schedule ready and communicated for 16-17
Wednesday, 8 June:
Town Hall Meeting (Whole School)
Town Hall Meeting (Whole School)
Thursday, 9 June:
Student Data Base Updated
Student Data Base Updated
Friday, 10 June:
ES Assembly 9:00 - 10:30
Report Cards open to parents
Handover to New Teacher ready
Final Checkout List Completed and signed
Summer Holiday Starts!
ES Assembly 9:00 - 10:30
Report Cards open to parents
Handover to New Teacher ready
Final Checkout List Completed and signed
Summer Holiday Starts!
Future Dates:
June 10 Report Cards open to parents
June 10 ES End-of-Year Assembly at 9:00 - 10:30
June 10 Summer Holiday!
Building Professional Capital:
Coordinator's Meetings:
- Literacy Meetings as scheduled (Unit of study 6 resources)
- UOI Meetings:
Sunday, May 22, 2016
Weekly Update, Monday, 23 May 2016
Dear colleagues,
Report card writing and reading are taking a lot of our focus and time these days. Make sure you pace yourself and the writing of comments carefully so that we can enjoy the last few weeks of school with the children without major stressors. Please note that the comments regarding the last unit may be difficult to put together before the end of next week. Therefore, if needed, please leave them last and include them by Friday 3 June at the latest. The MAP testing is scheduled in grades 3-5 this week. As the testing has been streamlined and become far more flexible, it should have minor disruptions to the school days. As the summer holiday is getting closer, it is wise to pay additional attention to helping the children to be responsible and respectful students. We can help them to stay focused on learning by chunking content, keeping instructions succinct in class, and behave responsibly outside class by supervising transitions accordingly. Thank you all for the cooperation. Have a great week!
Time
|
12:15-12:40
|
12:25-12:55
|
12:25-12:55
|
12:15-12:40
|
Week
|
Cafeteria Tables
|
Playground
|
Playground
|
Healthy lunch guide in the cafeteria line
|
5/23/2016
|
Jay
|
Resham
|
Suki
|
Not applicable at the moment
|
This Week 9-13 May 2016
All Week: G3-5 MAP Testing
Monday: Tech Talk, Math R&D meeting
Tuesday: ES Learning Support Team Meeting
Wednesday: Wednesday PD time reserved for Writing Report Card Comments
Thursday:
Friday:
Future Dates:
May 30 Report Cards due to ES office
June 1 ES Transition Meetings/ Class lists
June 3 Last UoI comments to the ES office
June 10 Report Cards open to parents
June 10 ES End-of-Year Assembly at 9:00 - 10:30
Coordinator's Meetings:
- UOI Meetings: Mon. 10:00-10:30 Library-Tech, Tues. G3 14:10-15:25 G3 UOI#5 Reflection, Thur. G5 9:30-10:10, G1 10:20-10:50, Art 13:00-13:45
- Literacy Meetings: as planned with a makeup meeting for G3 and G5
Thursday, May 19, 2016
Eco Club
Thank you for all your cooperation this past year sorting and placing all your recyclables in the correct bins. Your efforts are greatly appreciated by myself and the responsible students.
Throughout the year approximately 20 dedicated fourth-grade students made the commitment to be active citizens by helping manage the ES school's recycling. Working 'nearly' silently and mostly anonymously, the ECO Club students gave their time and effort for the benefit of all of us. Please take a moment in the next few weeks, as you pass them in the halls removing our unwanted paper, plastic, and metals, to say thanks for their work!
As we near the year end, it's time for the club to wrap up. Please be aware that Wednesday, June 1st will be the last day for recycling for this year. After this day, the paper blue bins will be removed from the floors until the next school year.
Thank you in advance for your cooperation.
Brent Baumgartner & the ECO Club
Sunday, May 15, 2016
Report Card Comment Writing Guidance
Dear colleagues,
Please find below further guidelines and suggestions for writing effective report cards.
Learning Support Students: Aimee and Rose before sharing with Kim, Heikki or Trevor
We recommend that you will write your report card comments on Google document, share them with Kim, Heikki, and Trevor for proofreading and feedback.
2. General guidance for structure, tone and language choices
1. Follow the same structure with all your comments:
E.g.
a) General statement of achievement (e.g. little, some, good or significant progress overall)
b) Specific achievement of the most important and pertinent (please try not to comment on everything) conceptual understandings, development of skills and dispositions within the subject/unit.
c) The specific area student struggles with or has not learned yet
d) Next steps
2. Maintain a positive image of the learner no matter what the learning challenges may be. We want to communicate that we care about the success and well-being of all students. The report card should be not used as a consequence or punishment.
3. No surprises to parents. If there are going to be negative surprises on the report card, please arrange parent meeting to explain the comment or grade before the report card is shared with the parents.
4. Avoid commenting on child's personality traits or general moods per se, or as an obstacle to his/her learning. E.g. "He/she is shy/outgoing", or "he or she is quiet/loud", or "he or she is lonely/sad/happy.
5. Ask your colleague or use online tools for checking basic grammar (e.g. articles, prepositions, and punctuation) of your comments.
3. Other
1. The student has been with CA less than a unit: A general comment on settling in and, if already known, a perception of their academic level in different subject areas. Also, a comment to parents saying that due to the recent arrival no full report card available at this point.
2. The student has been with CA one whole unit: Unit comments, general comments and reporting on student progress in the areas they have participated. Additionally, a note to parents and receiving schools upon the areas that were not assessed due to their late start of the year.
3. The student has been with CA two full units or more: A normal report card.
4. Character count for comments
Please find below further guidelines and suggestions for writing effective report cards.
1. Grade Level Checking
PreK3-KA: Kim
KB: Heikki
G1: Kim
G2: Trevor
G3: Heikki
G4: Trevor
G5: Heikki/Kim
ESOL: TrevorLearning Support Students: Aimee and Rose before sharing with Kim, Heikki or Trevor
We recommend that you will write your report card comments on Google document, share them with Kim, Heikki, and Trevor for proofreading and feedback.
2. General guidance for structure, tone and language choices
1. Follow the same structure with all your comments:
E.g.
a) General statement of achievement (e.g. little, some, good or significant progress overall)
b) Specific achievement of the most important and pertinent (please try not to comment on everything) conceptual understandings, development of skills and dispositions within the subject/unit.
c) The specific area student struggles with or has not learned yet
d) Next steps
2. Maintain a positive image of the learner no matter what the learning challenges may be. We want to communicate that we care about the success and well-being of all students. The report card should be not used as a consequence or punishment.
3. No surprises to parents. If there are going to be negative surprises on the report card, please arrange parent meeting to explain the comment or grade before the report card is shared with the parents.
4. Avoid commenting on child's personality traits or general moods per se, or as an obstacle to his/her learning. E.g. "He/she is shy/outgoing", or "he or she is quiet/loud", or "he or she is lonely/sad/happy.
5. Ask your colleague or use online tools for checking basic grammar (e.g. articles, prepositions, and punctuation) of your comments.
3. Other
1. The student has been with CA less than a unit: A general comment on settling in and, if already known, a perception of their academic level in different subject areas. Also, a comment to parents saying that due to the recent arrival no full report card available at this point.
2. The student has been with CA one whole unit: Unit comments, general comments and reporting on student progress in the areas they have participated. Additionally, a note to parents and receiving schools upon the areas that were not assessed due to their late start of the year.
3. The student has been with CA two full units or more: A normal report card.
4. Character count for comments
ES Report Comments
| |
Homeroom Teachers
|
Character Count
|
General Narrative - Teacher Comment
|
1000
|
Literacy
|
1200
|
Numeracy
|
800
|
Student Goal
|
300
|
Student Goal Reflection
|
200
|
UOI
|
800
|
Specialists
|
Character Count
|
ESOL
|
1500
|
Learning Support
| |
Japanese
|
800
|
Music-Art-PE
|
600
|
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