1. W ELCOME TO T ATE W OODS E LEMENTARY S CHOOL O PEN H OUSE 2010-2011 Presented By: Mrs. Wesley Gosselink Principal Growing Together…to do GREAT Things

2. P URPOSE OF O PEN H OUSE Introduce ourselves and welcome you to Tate Woods Elementary School Communicate with you about the systems we use to educate students attending Tate Woods Focus on Home and School Collaborative Learning

3. B OARD OF E DUCATION D ISTRICT G OALS Goal #1 Improve academic achievement of all students in the District as measured by State and local assessments. Goal #2 Ensure a healthy, safe, nurturing and empowering learning community as measured by climate indicators. Goal #3 Increase communication regarding District 202 success stories through various media. Goal #4 Continue to achieve financial recognition from the Illinois State Board of Education through effective management of resources that promotes fiscal stability and financial accountability.

4. T ATE W OODS AND S CHIESHER C OLLABORATION … PreK-5 Collaboration builds continuity in instruction and a natural progression for students from building to building.

5. H OW DOES T ATE W OODS MAKE AYP IN A GIVEN SCHOOL YEAR UNDER NCLB? Three conditions are required for making AYP in a given school year: At least 95 percent of students are tested in reading and mathematics in Grade 3. At least meet the minimum annual target (77.5%), for Meeting / Exceeding Standards for reading and mathematics for all groups and all subgroups of 45 or more students in Grade 3. At least meet the minimum annual target for attendance rate for elementary schools. 5

6. YES 6 Condition 1 Condition 2 Condition 3 Sub Group Tate woods - 2010

7. G ROWING T OGETHER … T O D O GREAT T HINGS W HAT STUDENTS LEARN AT T ATE W OODS …

8. B IG I DEAS IN B EGINNING R EADING There are 5 Big Ideas in beginning reading: 1.Phonemic Awareness: The ability to hear and manipulate sounds in words. (word play and rhyming)Phonemic Awareness: 2.Alphabetic Principle(Phonics): The ability to associate sounds with letters and use these sounds to form words. (sounding out words or decoding)Alphabetic Principle(Phonics): 3.Fluency with Text: The effortless, automatic ability to read words in connected text. (reading together each night)Fluency with Text: 4.Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. (using “big” words and talking with your children)Vocabulary: 5.Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning. (asking questions about books and the world around you out loud)Comprehension:

9. E N V ISION MATH… Number Sense Measurement Probability and Statistics Geometry Algebra These areas are supported by our curriculum and aligned with NCTM (National Council of Teachers of Mathematics).

10. T HE WRITE S TUFF … Beginning Writing Skills Formation of letters Connecting encoding (writing) and decoding (sounding out words) Expressing ideas in print Connecting reading and written expression Using authors as models of quality writing Words Their Way (Spelling Program)

11. T HE O THER P ARTS THAT M AKE THE W HOLE … Science (hands on) Social Science (communities and living in our world) Art Music PE Computers Social Emotional Learning

12. S OCIAL E MOTIONAL L EARNING G OALS AS DEFINED BY I LLINOIS S TATE B OARD OF E DUCATION Goals Goal 1 - Develop self-awareness and self- management skills to achieve school and life success. Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships. Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

13. P ARTNERING A CTIVITIES FOR S OCIAL E MOTIONAL L EARNING Dr. Wernet, Lisle District #202 Superintendent, serves as a member of the Dupage County Bullying Task Force David Levine, researcher on social emotional learning, author and former educator, is working with staff to support implementation of Caring Classroom Communities and Teaching Empathy (focus of his books) District is collaborating with CASEL (Collaborative for Academic, Social and Emotional Learning) University of Illinois at Chicago Social and Emotional Learning Research Group

14. A T T ATE W OODS, WE WANT TO … Make sure each of our children are safe Teach every student to respect each other and learn to keep each other safe Support a caring culture in our school Teach students pro-social behaviors Have an environment where students feel safe, both physically and emotionally Help our children to learn!

15. I NSTRUCTIONAL F OCUS IS P RO -S OCIAL B EHAVIORS The Definition of Pro-social Skills “Pro-social skills” describe positive ways that children socially interact with others. Pro-social skills help children make friends and maintain healthy relationships. At Tate Woods, we teach students those behaviors that are appropriate both in the school environment and in the community, and those behaviors that are unacceptable and will not be tolerated. Social and Emotional Development, Riley, San Juan, Klinkner, and Ramminger

16. A CTION P LAN FOR T ATE W OODS Teach Pro-Social Skills through: Making Meaning (direct teaching) Maintain a school-wide structure of clear expectations, reinforcement and consequences Classroom readings focused on Character Traits Social Groups such as lunch bunches Modeling combined with direct teaching of Pro-Social skills

17. A CTION P LAN FOR T ATE W OODS, C ONT. Addressing Anti-Social Skills through: Teaching pro-social behaviors Implementation of school-wide structure to support students acquiring pro-social skills High Five Chart Setting and teaching clear expectations for behavior Direct teaching of these skills Application of skills in “real-life” settings Using responsive discipline where necessary

18. SOME A NTI -S OCIAL B EHAVIOR IS B ULLYING There are three distinguishing features of bullying; it is deliberate/intentional it happens more than once and there is a marked imbalance of power, which may be physical, intellectual, emotional, or social, between the bully and victim. A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons.

19. C ONSEQUENCES FOR B ULLYING B EHAVIOR BY P RE - K – S ECOND G RADE S TUDENTS 1 st Offense will result in a verbal warning and discussion with students and Principal. The parent will be called and the school Social Worker will be included in the discussion to support the bully in learning alternative strategies. 2 nd Offense will result in loss of a school privilege (recess, lunch with friends, bus privileges, other). 3 rd Offense will result in an in-school suspension and parent meeting in order to build a plan of support for the individual child. REFERENCE: School Board Policies 7:180, 7:20, 7:190, and 7:310.

20. G ROWING T OGETHER … T O D O GREAT T HINGS T HESE ARE THE RULES WE WORK BY …

21. I NTRODUCING OUR 3 B’ S Be Respectful Be Responsible Be Ready

22. Locations for our 3 B’s

23. JBay & DBurke/Instructional Support Team/IST VOLUMEVOLUME 0 1 2 3 4 Emergencies Calls for Help Playground, Outside Games, Sporting Events Classroom, Lunchroom, Cubbies, Asking Questions in Class Library, Discussions with Small Groups, Hello in the Hallway, Talking with One Person When Someone Else is Talking, Lining Up, Tests Walking in Hallway Teacher Instruction, Working Alone

24. G ROWING T OGETHER … T O D O GREAT T HINGS H OW T ATE W OODS T EACHERS C OLLABORATE …

25. L EARNING THROUGH P ROFESSIONAL L EARNING C OMMUNITIES What do students need to know and be able to do? How will we know when they’ve learned it? What will we do when they haven’t learned it? What will we do when they already know it?

26. F OUR Q UESTIONS L EAD ALL P ROFESSIONAL D ISCUSSIONS Talking about student learning through data Coming up with solutions as a team when we have students who need more support Coming up with solutions as a team for students who have a grasp of concepts already(extensions) Making sure that all children are learning and reaching their full potential and no one is “falling through the cracks”(interventions)

27. R T I (R ESPONSE TO I NSTRUCTION ) W HAT DOES IT LOOK LIKE ? Every child receives the research based, district adopted, core curriculum in all subject areas. Assessments are provided to students as needed Data from assessments is reviewed to determine students who may need extra instruction Extra instruction = re-teaching groups, additional intervention on top of core curriculum, small group instruction = MORE INSTRUCTION FOR KIDS WHO NEED IT

28. M AKING PROGRESS AS PROFESSIONALS … Student learning is fluid We are consistently looking at data and supporting kids in systematic ways Ongoing professional development for professionals working with children Utilization of resources such as Reading Coach, Support Facilitator, Literacy Specialists, Instructional Assistants, etc…

29. G ROWING T OGETHER … T O D O GREAT T HINGS P ARENTS AND C AREGIVERS AS C OLLABORATORS …

30. WHAT WE HEAR FROM PARENTS You want your child to go to a high performing school and do well. You love your kids and want the best for them. You tell your kids when they do well and when they need to do differently. You find enjoyment in activities with your children. You send us the smartest, most well-behaved kids you have. You trust us because you send your child to school everyday.

31. C OMMUNICATION : W E WANT TO G ET TO K NOW Y OU AND L ET Y OU K NOW U S Phone call, note, email…we are glad to hear from you. If you see something, hear something, need something…just let us know. We are professionals who are here to co-educate your child. We will do everything to assist you and help you. Please make sure you let us know your thoughts. We’re here to work together to have your children do great things. We send home important information in print form. Please be sure to check backpacks or the virtual backpack on a daily basis. Update your information. New number, disconnection, new emergency contact? Please send a note or call with new information. This is important for your child’s safety.

32. I T ’ S A P LEASURE T O B E ON THE S AME T EAM Visit specials teachers along with your child’s classroom teacher…special s are an important time of their day. Support teachers can be found in their classrooms or in our Learning Center tonight.

33. P ARTING THOUGHT … T HE EXAMPLE YOU SET WILL BE FOLLOWED BY THE LITTLE ONES. R EMEMBER, THEY ’ RE ALWAYS WATCHING US … LET ’ S SHOW THEM WHAT MATTERS. L OVE AND H UG O NE A NOTHER !

34. P ARENTS OF 2 ND G RADERS ONLY… Please visit your child’s classroom to see where they learn each day and then return to the gym for the 2 nd grade team presentation in 10 minutes. Bring the folder on your child’s desk along with the calendar/handbook back to the gym with you. Thank you.