The Brownsville Buzzness March 23, 2018

CALENDAR

Mar

 27          3rd Gr Field Trip Va Museum Fine Arts 8:15-2PM  - Henry, Chernauskas, Simounet

       28 3rd Gr Field Trip Va Museum Fine Arts 8:15-2PM - Crotteau, Robinson, Pallante

        28          K Registration  10AM-1PM and 3PM-6PM

       28 Honors Choir to Western H.S.     11:20AM - Parent Pick-up (5:30PM Show)

       29 2rd Grade Performance All classes 1:20 ( K and 1 view) & 6:00PM

      29    Portal Closes

        29    3rd Grade Ancient Adventures Day “Toga Day”

  29 Up / Down Meetings and SpEd RTI Department Meeting 2:50PM

       30          Half Day for students/ Half Workday for Teachers -  End of 3rd Quarter

       30 PTO lunch - Sal’s and desserts   

    

Apr                  

2-6        Spring Break-No School

       10     Fire Drill 8:20a.m. - Study 3rd grade evacuation plan

       10 PTO Meeting 6:30

       11 Team Leaders 2:45 

11 3rd Gr Night Performance Chernauskas, Simounet, Pallante 6PM (Tentative)

       12 SpEd and Friends Little Feet Meet (T. Combs) 8:30AM - 12:30PM 

12          RTI / SpEd Gradelevel Meeting  2nd and 5th 2:45PM  

        13    Around the World Day - 2nd Grade

       13          Report Cards due to Admin


HALF DAY SCHEDULE 

Dismissal will bee at 11:30 with a second bell at 11:33.
Families will contact classroom teachers if they want their children to buy a lunch that day. Jason is sending out a notice about this, today (Fri Mar23). BY WEDNESDAY THE 28TH, TEACHERS need to let Ms. Gwen King, cafeteria manager, know how many lunches to prepare. Student choices are PB&J or a chicken sandwich.

Classroom teachers will dismiss students to the cafeteria in this order at 10:30, to pick up a lunch and bring it back to their class. Admin will notify teams when it is there time. It will go by quickly.
4th, 5th, 2nd,1st, 3rd, K

FYIZZZ

Ever wonder what to bring to an SBIT meeting?

-         * Current assessments related to the area(s) of concern (bring the actual assessment)

-         *Work samples - journal, project, paper, etc. related to the area of concern

-         *Artifacts that represent the student’s strengths or interests

Bringing more than anecdotes and summative data gives us concrete examples to back up our hypotheses and enables us to dig deeper into our inquiry about what the student needs to be successful. Also, including student work and artifacts that represent their interests reminds us of the whole child – not just his or her deficits.