05/08/2020

Good afternoon.

So there is light at the end of the tunnel; no new assignments after June 4th! The end of the year will look, tentatively, like this (see below). As you are well aware the conditions as to how we handle end-of-year activities are very fluid and subject to change dependent on state and local guidelines.

End of Year Schedule:

June 11 - Last day for students to turn in work

June 8-11 - Students will return Chromebooks, Library Books, Musical Instruments, etc to school (I will send out a signup to secure a time slot as we get closer to the date).

June 4 - Last day for new assignments (some teachers may have their “last” assignment earlier than this date).

For 8th Graders: I will send a separate email to those families regarding Moving Up Day.


Next week is going to look different. Students will have their classes as usual (funny how we’re calling this “as usual” now) on Monday but the rest of the week is going to look different. You can expect very little communication from your child’s teachers during the rest of the week due to the fact that they will be creating progress reports for each and every student. This will be the first time they are using the competency-based education language (see below for the ratings being used this spring and next year) and will not have the benefit of having a software program creating these (next year we will have that) so it will take a lot of time to do so. So, instead, the students will be dealing with me…..

Time Capsule Project:

On Monday, I will share a video of myself explaining their project: A “Pandemic 2020 Time Capsule.” They will begin this project this week and will be able to add on to it as we move towards the end of the year, as they see necessary. For 8th Graders, this will be part of their class with Mrs. Nicol. We are truly living in a historical moment in our lives and I think it important (and cool) to record what we’re experiencing. I received this idea weeks ago from one of our wonderful, supportive parents and thought now was the time to begin (thank you, Mrs. Guerin!) Students will have the option of choosing any or all of the following for their time capsule: photos, videos, journals, special memories, interview with their parents, etc. They will also write an email to “their future self.” In Google, you are able to schedule an email to be set years in the future. How cool would it be to receive an email from the past? Our version of “Back to the Future”! Students will share their capsules with me and then when they get to June of their senior year in high school, I will share them back with them so they can look back on their moment in history. I hope they have fun doing this!

GMS Help Desk:

Next week would also be a very good time to put our new help desk to use by simply emailing gmshelp@sau73.org Any questions, however, regarding the time capsule should come to me, please.

PTA Thank You!:

A big thanks to Jill Desruisseaux and the rest of the PTA for sponsoring our Jordan’s Ice Cream Buffet on Wednesday to celebrate and thank the wonderful, hard working teachers we have in our District.


I have also attached to this email, the agenda for the next District Policy Committee Meeting.

New Report Cards:

The Gilford Middle School will be using a Competency-Based Report Card next year (and a modified one this 3rd Trimester). This is an exciting step for our school as we work towards ensuring that all students are successful at meeting grade-level standards.


The competencies (see below for each class) describe what a student should know and be able to do in each course. Instead of the traditional letter grades, report cards will report out using the following competency-based education language. Those highlighted in yellow will be used this Spring; the rest will be implemented next Fall. The rationale for not using all of the Ratings this Spring is that it will be very difficult for teachers to accurately and completely (at least to our satisfaction) assess exactly where they are during this remote learning. And it is equally very difficult for students to accurately and completely demonstrate what they have learned during this remote learning. This will also provide our staff, our students, and you, the parents, the opportunity to become more familiar with this method before we fully implement it next Fall when we have students back in our classrooms. As earlier promised, I will continue to give you information on Competency Based Education as we move towards the Fall.

Key

Proficiency Rating

Proficiency Statement

NA

Not Yet Assessed

This competency is not currently being assessed.

IE

Insufficient Evidence

The student has not yet produced sufficient work to assess competence.

NC

Not Meeting Competency

The student is not meeting course level competencies and is working below grade level standards.

BC

Beginning to Meet Competency

With assistance, the student is beginning to meet course level competencies and is approaching grade level standards.

MC

Meeting Competency

The student is meeting course level competencies, independently, and is working at grade level standards.

EC

Exceeds Competency

The student consistently and independently applies learned competencies in multiple ways and is working above grade level standards.




By the end of the day on May 15, teachers will have shared each student’s progress report with each student (Google doesn’t like it when we try to share outside of our domain; with our new software next year, parents will have their own access). Please take the time to sit down with your child to go over their report.

Gilford Middle School Competencies Explained:

Language Arts/Reading

Foundational Reading Skills

Students will be able to use grade-appropriate word analysis and word study skills such as syllable types, morphology and etymology to decode and comprehend unfamiliar words.

Reading Literature

Students will be able to interpret the theme of a text and analyze how it is conveyed through textual details, text structures, character interactions, and/or the advancing action.

Reading Informational Texts

Students will be able to interpret the author’s purpose and central idea/theme of a text, analyze how the development of the content is supported through the text’s organization and elaboration of details, and support inferences with textual analysis.

Narrative Writing

Students will be able to employ text structures and narrative strategies that orient the reader by establishing context, developing characters, using transitions to sequence events, and resolving a problem or conflict with a believable solution.

Informational Writing

Students will be able to develop a conclusion that summarizes or synthesizes key information presented in support of a central idea.

Opinion/Argument Writing

Students will be able to logically connect reasons, facts, analyses, and sources and provide a conclusion that addresses possible counterclaims.

Speaking-Listening, and Language

Students will be able to use grade-appropriate grammar and mechanics to clarify a message appropriate to the purpose and audience when speaking.

Inquiry, Investigation, & Research

Students will be able to use reasoning, planning, and evidence to gather, select, and cite information to support inferences, interpretations, and analyses



Mathematics

Number Sense and Systems

Students will be able to build fluency skills, appropriately use algorithms, reason abstractly, manipulate and interpret symbolic expressions and equations, solve problems and explain/defend their solution.

Expressions and Equations

Students will be able to create and evaluate expressions and equations to represent and analyze quantitative relationships, solve problems and identify equivalence.

Proportionality, Patterns and Relationships

Students will be able to make use of structure to describe and compare situations that involve proportionality, change or patterns and use the information to make conjectures and justify conclusions/solutions.

Geometry and Measurement

Students will solve problems using precise measurements, properties of 2- and 3- dimensional shapes to analyze, and represent and model geometric relationships in theoretical and authentic contexts.

Probability Data Analysis

Students will design investigations/conduct probability experiments, analyze data, draw conclusions, make predictions and create visual representations of the information.


Science

Scientific Methods

Students will be able to conduct investigations to answer questions, draw conclusions, research and present findings, and evaluate scientific claims for validity.

Models

Students will be able to design and utilize a model to explain and justify the possible effects of change within a system.

Patterns/Systems

Students will be able to understand that there are observable, predictable patterns in nature and that systems interact and influence each other.

Cause and Effect


Students will be able to investigate cause and effect relationships in order to explain the mechanisms driving change.






Social Studies

Cause and Inquiry

Students will be able to create and answer questions to independently draw and support conclusions using evidence.

Application of Concepts

Students will be able to apply knowledge of content to the world around them in a purposeful, meaningful way.

Evaluating Sources

Students will be able to gather, evaluate, and critique sources to determine bias, point of view, and credibility.

Communication


Students will be able to present information in a focused and coherent manner with consideration of purpose and audience.


Modern Language


Interpersonal Communication

Students will be able to interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions.

Interpretation

Students will be able to understand, interpret, and analyze what is heard or read on a variety of topics.

Presentation

Students will be able to present ideas to inform, explain, persuade, and narrate on a variety of topics.

Cultures


Students will be able to investigate, explain and reflect on the products, practices and the perspectives of the cultures studied and compare these cultures to their own.

Computer Technology

Knowledge Constructor

Students will be able to demonstrate the ability to make meaning for themselves and others by critically constructing resources through the use of digital tools.

Innovative Designer

Students will be able to use critical thinking skills to solve problems creating new, useful or imaginative solutions with digital tools and resources.

Creative Communicator

Students will be able to communicate clearly and creatively using digital media appropriate to their goals and purposes.





Art

Process

Students will demonstrate the ability to design a solution for a given problem within a specific art form.

Performance

Students will demonstrate the proper use/understanding of medium, tools, and techniques.

Presentation

Students will present a finished project that has quality craftsmanship.


Performing Arts (Theatre)

Creating

Students will be able to write, improvise and record the dialogue of the original stories that they have created (including setting, characters and plot).

Performing

Students will be able to realize artistic ideas and work through interpretation and presentation of a play, scene or skit.

Responding

Students will be able to critique and express their opinion of the performances and technical elements of live theatre productions

Connecting

Students will be able to explain how theatre can be used as a teaching tool to help with social issues and problems.


Performing Arts (Music, Band & Chorus)

Create

Students will be able to learn to apply skills and language to understand and interpret musical notation.

Perform

Students will be able to apply the skills and language of music by analyzing, interpreting, and selecting musical works for presentation.

Respond & Connect

Students will be able to demonstrate knowledge in analyzing, describing and evaluating music and performances using correct terminology, with the ability to critically judge.









Health

Personal Health

Students will be able to make decisions and goals that will promote a healthy lifestyle.

Information and Influences


Students will be able to use information and understand influences to encourage healthy behaviors.

Communication and Advocacy

Students will be able to use effective interpersonal communication and advocacy skills for personal health.


Physical Education

Motor Skills


Students will be able to demonstrate a variety of motor skills and movement patterns.

Strategies & Tactics

Students will be able to demonstrate knowledge of concepts, principles, strategies and tactics related to movement and performance and will understand the value of physical movement as a lifetime skill.

Guidance


Academics

Students will be able to identify attitudes and behaviors that lead to successful learning; they will be able to identify the study habits which best suit their learning style.

Personal/Social


Students will be able to understand the need for self-control and how to practice it. They will also be able to recognize, accept, respect and appreciate individual differences.

Career Exploration

Students will be able to identify personal skills, interests and abilities and relate them to possible career choices.

Technology & Engineering Education


Theory

Students will be able to explain how some technologies work to make our lives easier.

Skills/Application

Students will be able to design, build and solve technological problems using some technologies.

Teamwork & Safety

Students will be able to work with others and safely use tools and machines when solving technological problems.





Attachments available for 30 days until Sunday, June 7, 2020:
policyagenda.pdf


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