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Press Release: Full Day Kindergarten Update

Bristol Public Schools Press Release

Full Day Kindergarten

July 23, 2014

Bristol teachers and administrators have been busy meeting throughout the summer planning an exciting program for your child.A full day kindergarten schedule was developed. Along with content area instruction, there will be designated time for social centers, quiet time, and age appropriate activities.

Registration

All students must be registered prior to the start of school.If you have not yet registered your child, you must go to the school office to complete the registration packet as soon as possible. Students who come to school unregistered will not be able to start school until the registration process is completed.

Transportation

In mid-August, please check the Bristol BOE website or local newspaper for updated bus routes. For those students taking the bus, please make sure you are aware of the bus stop locations. For those students not taking the bus, there will be designated pick up and drop off areas at each school.

Meet and Greet

Each school will hold a Meet and Greet prior to the start of the school year. The purpose of the Meet and Greet is to provide an opportunity for students to meet their teacher, see their classroom and classmates, and visit the school prior to the first day. Meet and Greet dates and times will be communicated by each school.

First Day Information

In the interest of safety and security, nametags will be supplied to every child. Additional staff will be available at the start of the school year to assist with kindergarten transition.

Suggested Supplies

Backpack large enough to fit all school supplies including folders, lunch, snack, books, etc.

Art smock, labeled with child’s name (Old large shirt to protect clothing)

Snack bag, lunch bag - please clearly label snack and lunch to avoid any confusion

Sneakers for Physical Education

Change of clothes, labeled with child’s name

Additional Staff Support

Paraprofessionals have been hired to provide support in all kindergarten classrooms throughout the school year. Additional staff in the areas of special education, music, art, and physical education have also been hired to support the implementation of full day kindergarten.

Homework

Students will be expected to complete age-appropriate homework assignments at a minimum of 45 minutes per week to reinforce skills learned in school.Reading needs to occur daily.

Communication

Teachers will be communicating regularly with families.Please feel free to contact your child’s school at any time with questions or concerns. In the event of an urgent message, please call the office and the information will be relayed to the teacher in a timely manner. Your child’s school will host an Open House in September.This will be an opportunity for parents to learn more about the kindergarten program.

Sample Full Day Kindergarten Schedule
Arrival/Morning Meeting
Reading Workshop
Snack
Language Block
Math
Science and Social Studies
Writing Workshop
Lunch/Recess
Specials - PE (2x/week), Art (1x/week), Music (1x/week)
Quiet Time
Center Time
Closing Period




Posted by David Huber in General School Information on Thursday July 24 at 09:14AM
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Help us prevent the summer slide

Help us prevent a student’s summer slide. Research shows that students can lose 1-2 months of their learning over the summer if they are not reading, writing, and thinking mathematically.  Scholastic has three simple tips for parents to avoid this concern.

To read the article, please click here.

For an additional article from the Department of Education on the Summer Slide, please click here.

Thank you for your support in helping your child continually grow as a learner every day of the year!





Posted by David Huber in General School Information, Instruction on Tuesday July 22
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School Supply List and Student School Day Schedule

Good Afternoon Mt. View Families,

A reminder that classroom placement letters will be mailed to all families in early August. Thank you for understanding that changes are not made to class assignments once letters are published.

Just released:  For a copy of the grade level specific school supply list click here.

For a copy of our student school day schedules, including Wednesday times, early release schedules, and late opening, please click here.





Posted by David Huber in General School Information on Monday July 21 at 02:11PM
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Did You Know?

Connecticut's new Office of Early Childhood has a website. On it you will find great information and resources for families and child care providers.

http://www.ct.gov/oec/site/default.asp

Thank you to School Readiness Council and Bristol Early Childhood Alliance along with their website:   www.makingbristolbetter.com for sharing this helpful resource.

 

Posted by David Huber in Early Childhood, Reading for Parents on Tuesday July 15 at 02:55PM
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Summer Fun at the Library

Thank you to everyone who stopped in this morning at the Manross Library. It was a great opportunity to spend time reading and talking about the fun things we are doing this summer. A very special thank you to Mrs. Eaton for organizing the event and providing snacks and juice for our students. It was a great way to spend a summer morning and we hope to do this again in August.

 

 

Posted by David Huber in General School Information on Tuesday July 15 at 12:13PM
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Professional Learning

Everyone at Mt. View School is a learner. Last week, Dr. Huber attended the National Association of Elementary Principals conference. Over 2,000 elementary school principals from across the country met in Nashville, Tennessee for 30+ hours of professional learning. Conference topics included school improvement, best practice instruction, and leadership. The information learned will be used to continually strengthen the staff and teaching at Mt. View School.

Posted by David Huber in Staff Professional Learning on Monday July 14 at 10:20AM
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Keep Sending The Summer Post Cards

Don’t forget to send your summer reading post cards! As part of the summer reading program, all students were given a self-addressed stamped post card to send a letter to school to tell us about your favorite summer reading. Post cards will be accepted until Wednesday, August 27th. All post cards will be entered into a raffle for a Barnes and Noble gift card!  Thank you for continuing to read every day this summer!

 

Posted by David Huber in General School Information on Monday July 14
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Summer Fun Math Calendars

Please click on a link below to access your child’s summer fun math calendar. Thank you for partnering with us to prevent the ‘summer slide’ where students can lose 2-3 months of their learning over a typical summer.

Going into Grade 1

Going into Grade 2

Going into Grade 3

Going into Grade 4

Going into Grade 5

Going into Grade 6

 

Posted by David Huber in General School Information on Thursday July 3 at 01:37PM
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New 3rd Grade Teacher Announced

Welcome to Mt. View Mrs. Deschaine who has just been hired as our new 3rd grade teacher. She will be replacing Mrs. Palaia who will now be teaching Kindergarten. Mrs. Deschaine comes to us from Hubbell School where she has over ten years of experience. Most recently she was a part of their 3rd grade team. We are excited to have her join our 3rd grade team and our school!

Posted by David Huber in General School Information on Thursday July 3 at 09:45AM
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Are you a person who was "Never good at math...?"

Below is an interesting article found in the "Marshall Memo" on student math anxiety and achievement.  Thank you for partnering with us this summer to continue to grow readers, writers, mathematicians, and thinkers!

Is Math Anxiety Just Another Name for ‘Bad At Math’?

  “To many people, ‘math’ is a scary four-letter word,” say Sian Beilock (University of Chicago) and Daniel Willingham (University of Virginia) in this article in American Educator. “They don’t like it, they don’t feel like they are very good at it, and they just want to stay away from it.” Math anxiety is associated with poor performance in schools and colleges – and with on-the-job errors by nurses, financial planners, and many others around the world. When does math anxiety get started, where does it come from, and what can be done about it?

  Beilock and Willingham report on research showing that math anxiety emerges early, affecting as many as 50 percent of first and second graders, is directly related to math performance (the more anxiety, the less well students do on math assessments), and is not correlated with performance on reading assessments. So is math anxiety just a manifestation of being bad at math? The authors think not. People with math anxiety would do better at math if they weren’t so anxious. That’s because anxious thoughts (fear of making a mistake, looking stupid in front of other students, displeasing the teacher) impair their working memory, or their mental “scratch pad,” and this means they’re less able to keep several things in mind at the same time – essential to manipulating numbers and solving problems. Brain scans have found this effect when highly math-anxious people even thought about doing math.

  What kicks off math anxiety? Beilock and Willingham say it is associated with children’s math abilities when they first enter school – for example, counting objects, deciding which of two numbers represents the larger quantity, and mentally rotating three-dimensional objects. Having difficulty with these basic skills starts a self-reinforcing cascade of anxiety and poor performance. Oddly, it’s students with the best working memory who are most impaired by anxiety, perhaps because they’ve come to rely on working memory in other areas and it’s shut down by anxiety.

A second source of math anxiety is the signals students get from home, the classroom, and society in general. Children can pick up signals from adults that math is, indeed, something to be worried about. Those students who enter school with math skill deficits are especially susceptible to a teacher’s or parent’s negative comments about the subject. Two studies have shown a direct correlation between female primary-grade teachers’ level of math anxiety and their students’ math performance at the end of the year: the more anxious the teachers were, the worse their students did, especially girls.

There’s a lot more research to be done, but given what we know so far, what can be done? Beilock and Willingham have these suggestions:

Ensure fundamental skills. Parents can build their children’s basic counting and spatial skills, and for students who enter school without them, teachers need to diagnose weaknesses and work quickly to improve them before anxiety sets in.

Focus on teacher training. Building elementary teachers’ confidence and knowledge is essential to reducing their math-anxious vibes. Researchers have found that it’s more effective to teach teachers how to teach math concepts than focusing on the math concepts themselves.

Don’t use timed math assessments. Racing the clock heightens anxiety; the simple remedy of untimed tests makes it possible for many students to do better work. [See Marshall Memo 538 for an article about timed tests.]

Get students to write about their feelings. Studies have shown that having students write freely about their emotions about a specific situation (like a looming test) for about 10 minutes can help boost performance. The student thinks, “Oh, maybe this math test isn’t really that big of a deal” and working memory is freed up to focus on the math. Here is the actual prompt that was used in one such situation (students were assured that their writing was anonymous and would not be seen by their teacher): Take the next several minutes to write as openly as possible about your thoughts and feelings regarding the exam you are about to take. In your writing, really let yourself go and explore your emotions and thoughts as you are getting ready to start the exam. You might relate your current thoughts to the way you have felt during other similar situations at school or in other situations in your life. Please try to be as open as possible as you write about your thoughts at this time.

Think carefully about what to say when students are having difficulty. If we say, “It’s okay, not everyone can be good at these types of problems,” students may interpret that to mean that the work is too hard for them and there’s no hope. “Consolation sends a subtle message that validates the student’s opinion that he’s not good at math, and can lower a student’s motivations and expectations for future performances,” say Beilock and Willingham. A better statement would be, “Yes, this work is challenging, but I know that with hard work you can do it!” Following up with specific study strategies and assistance adds to the power of that statement.

 

“Ask the Cognitive Scientist – Math Anxiety: Can Teachers Help Students Reduce It?” by Sian Beilock and Daniel Willingham in American Educator, Summer 2014 (Vol. 38, #2, p. 28-32, 43), http://www.aft.org/pdfs/americaneducator/summer2014/Beilock.pdf

 

Posted by David Huber in Instruction, Reading for Parents on Thursday July 3 at 09:29AM
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Choose groups to clone to:






    • TueAug26 Staff Report Back to School!
    • ThuAug28 First Day of School Supervision begins at 8:35 a.m.
    • MonSep01 Labor Day No School

Mountain View School - 71 Vera Road Bristol, CT 06010 Voice: (860) 584-7726 Fax: (860) 314-4629

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