This week, we implemented the "Hot Temperature Policy" which limits the amount of time children are exposed to direct sunlight during the lunch break, when the sun is directly overhead. From now to the end of the school year, children will be allowed to play on open (un-shaded) play spaces for a maximum of 15 minutes. Morning and afternoon recesses are not affected since children are only outside for 15 minutes. However, anytime the temperature reaches 104F/40C or higher, the children will stay inside. Following is the schedule for the K-2 and Grade 3 to 5 lunch and recess break:
12:15 to 12:30: playground- all areas
12:30: duty teachers ring bells, children can play in shaded areas only: covered play area, Lucy, Ship, swings alongside field
12:45: return to class
Grades 3-5: 12:45 to 1:00 lunch in the cafeteria (or as long as needed for children to finish lunch)
1:00 to 1:15: playground- all areas
1:15: duty teachers ring bells, children can play in shaded areas only: covered play area, Lucy, Ship, swings alongside field
1:30: return to class
Lunch Order Form and Menu for the Final Month of School:
The end-of-the school year is soon approaching. Sadly, it is the time of the year when some of our families leave. If your child will not return to AISC next year, please complete the Withdrawal Notification Form and return it to the Elementary School Principal's Office.
This is just a reminder that elementary students may visit the Poolside Store when accompanied by a parent. It has come to my attention that some parents have been disrespectful towards store staff when they have enforced this rule. I understand that some people may not agree with the rule, but please do not direct your frustration out on store staff. The ES cafeteria has many food options available to children after school.
This is just a reminder that elementary students may visit the Poolside Store when accompanied by a parent. It has come to my attention that some parents have been disrespectful towards store staff when they have enforced this rule. I understand that some people may not agree with the rule, but please do not direct your frustration out on store staff. The ES cafeteria has many food options available to children after school.
As you may recall, at this time last year, Dr. Virginia Rojas conducted an review of our English as an Additional Language Program. Dr. Rojas returned to AISC this week, and will be with us into next week. She will lead a parent presentation on Tuesday, May 7th from 10:00 am to 11:00 in the BBT.
Since her arrival on Tuesday, Dr. Rojas has worked with EAL and classroom teachers, modelling co-planning and co-taught lessons. This year, we implemented co-teaching in Grades 3 and 5. Next year, the co-teaching model will extend from Grades 1 through 5. In this model, the EAL and classroom teacher are both in the classroom teaching all students during the literacy block.
Different languages and cultures are outward signs of diversity but true human uniqueness lies within each individual. Every student is unique because every brain processes information differently. Although each person has the same set of systems, each one integrates these systems differently. This weekend, Dr. Rojas will facilitate a two-day workshop to help teachers design learning experiences using "different products, processes, and student groupings," not as events, but as a way of classroom life.
In this workshop, Dr. Rojas and teachers will:
- unpack key principles for differentiated language acquisition, literacy instruction and assessment
- analyze and design classroom-based formative and summative assessment tasks with discipline-specific language competencies in mind
- adapt formative and summative assessment tasks linguistically so that learners show what they know and can do in fair and equitable ways
- examine specific instructional tools to determine what 'is made different' and how they can be used for 'different learners with different levels of knowledge, skills and language proficiencies
- use (World-Class Instructional Design and Assessment (WIDA) Can-Do Descriptors to design 'high-challenge, high-support' learning experiences for a range of student skill levels
- determine observable evidence of learning through the design of evidence-centered rubrics which provide feedback to students in ways that help them understand what they need to do to 'progress' to the next level of performance on oral and written assessment tasks
Have a great weekend,
Kevin Hall
Elementary School Principal