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From YouTube: Parent Connection January 2017
Description
Teresa Speaks with Michele Batten, Assistant Superintendent for Curriculum and Instruction, AACPS
A
B
B
This
is
my
28th
year
with
a
neuronic
County
Public
Schools
I
started
as
a
first
grade
teacher
at
Mills
pearl
elementary
and
spent
several
years
in
the
classroom
before
I
decided
to
move
into
administration
and
had
an
opportunity
to
be
principal
at
several
of
our
elementary
schools
here
in
our
district
and
then
I
moved
on
to
the
office
of
school
performance
and
had
an
opportunity
work
with
many
of
our
elementary
middle
and
high
schools.
In
that
role.
Before
joining
the
curriculum
and
instruction
team
will.
B
So
increment
instruction
we
have
our
arts
and
humanities
groups,
so
that
would
include
our
reading
language,
arts
and
English
teams,
our
social
studies,
digital
media
world,
in
classical
language,
early
childhood
department,
and
then
we
also
have
our
stem
and
mathematics
group.
So
math
science,
technology,
education,
environmental
literacy,
are
in
that
group,
and
then
we
have
our
cultural
arts
or
our
encore
courses,
which
is
our
music
PE.
Fine
arts,
dance
health
and
that
covers
all
of
them.
A
B
Great
question
so
in
our
amazing
classroom,
as
we
walk
into
our
classrooms
in
kindergarten
first
and
second
grade,
we
really
are
looking
at
a
flexible
learning
environment.
We'll
still
see
those
spaces
where
teachers
will
have
whole
group
instruction.
Small
group
instruction
also
areas
for
where
students
may
be
engaged
in
learning,
centers
or
stations,
depending
on
where
they
are
during
their
block
of
the
day
and
then
also
at
an
area
where
there's
opportunities
for
movement
and
will
continue
to
encourage
that.
B
It's
a
classroom
that
in
is
inviting
and
certainly
a
place
where
we
want
students
to
come
and
learn,
and
so
you
may
see
a
visitor
would
see
in
their
schedule,
reflected
the
different
learning
blocks
throughout
the
day,
they're
color-coded,
to
show
whether
it's
a
literacy
block
or
maybe
it's
a
movement
block
or
a
block.
That's
encouraging
particularly
focused
on
student
discourse
and
they've.
Also
seen
that
schedule
reflected
are,
I
can
statements.
B
You
know
really
looking
at
that
growth
mindset
and
where
we
want
students
being
able
to
be
risk
takers
allowing
opportunities
for
creativity,
communication
also
within
having
routines
and
procedures
in
place,
because,
ultimately,
we
want
our
students
to
feel
safe
and
secure
in
their
in
their
learning
environment.
Well,.
A
B
We
purposely
have
integrated
them
into
one
learning
Block
in
our
k-12
curriculum
and
then
in
that
schedule,
you're
going
to
see
opportunities
for
students
to
be
engaged
in
movement.
So
it's
purposeful,
a
physical
activity
that
is
really
giving
students
an
opportunity
to
energize
themselves
and
refocus
for
the
day
we
built
our
kindergarten
first
and
second
grade
curriculum
around
themes,
so
in
kindergarten,
it'll
be
a
theme
oriented
around
power
and
then
in
first
grade
it's
curiosity
and
then
we
move
into
second
graders
all
around.
B
Imagine
so
we're
really
looking
for
students
to
start
that
day
with
an
exploration
question,
and
we
refer
to
that
as
our
mission
launch.
So
the
teacher
is
proposing
this
question
for
the
day
and
that
that
question
exists
explored
all
day
long
throughout
the
different
learning
blocks.
So
they're
continuing
coming
back
to
how
does
this
look
through
the
lens
of
mathematics
or
how
does
it
look
through
the
lens
of
a
story
we
might
be
reading
about
so
that
it's
very
much
inquiry-based
are.
B
So
there
are
the
learning
blocks
and
those
learning
blocks
may
be
moved
around
depending
on
how
the
school
has
structured
their
academic
program
and
a
lot
of
times
that
depends
on
when
our
cultural
arts
for
a
kindergarten
or
1st
or
2nd
grader.
When
do
they
go
to
lunch
and
recess,
so
some
learning
blocks
may
be
in
different
places
during
the
day
based
on
that
schedule.
But
typically
you
would
see
every
day
and
regardless
of
what
school
you
may
be
visiting
beginning
the
day
with
the
mission
launch.
B
Typically
it
then
it's
followed
by
shared
reading
and
that's
where
students
will
participate
in
a
story
with
the
teacher
that
really
builds
some
context
around
that
question,
so
that
then
they're
able
to
move
into
social
studies
in
science
to
get
really
deep
into
that
the
inquiry
part
in
the
investigation
of
what's
going
to
be
happening
through
that
question.
One.
A
That's
what
I
was
thinking
as
a
parent
of
an
elementary
student,
a
former
elementary
student
help
me
understand
how
science
and
social
studies
are
integrated
and
taught
throughout
the
same
block,
because
I
think
that
is
something
I
like
that
whole
concept
that
you're
talking
about.
I
love
the
mission
launched.
B
So
when
we
first
began
our
writing
of
the
curriculum,
we
really
took
a
look
at
the
standards,
both
our
standards
for
social
studies
and
then
our
standards
for
science,
our
next
generation
science
standards
and
really
we
just
decomposed
and
we
broke
them
apart,
and
then
we
put
them
together
like
a
puzzle.
Where
does
certain
pieces
fit
together
where
there's
just
natural
connections,
whether
it
be
researching
a
particular
topic,
investigating
an
idea
looking
further
through
inquiry?
So
that
way?
There's
some
comment.
B
A
It
sounds
really
really
a
different
approach,
but
a
really
exciting
approach
it,
especially
if
you
have
young
children
that
are
going
through
this.
We
know
that
research
has
really
shown
the
connection
between
structured
play
and
the
enormous
growth
in
all
aspects
of
the
child's
development.
What
benefits
do
we
hope
to
see
once
this
is
totally
fully
implemented.
B
So
in
structure
play
that's
really
an
opportunity
for
our
students
to
engage
in
a
particular
concept
that
they
may
be
learning
around
about
that
day.
That
is
oriented
towards
a
game
and
it
could
be
to
a
typical
childhood
gain
that
you
and
I
may
be
familiar
with,
where
students
have
the
opportunity
to
play
yes,
but
it's
playing
for
a
purpose,
so
students
are
problem-solving
with
one
another
they're
learning
the
art
of
negotiation.
You
know
taking
turn
how
do
I
win,
how
do
I
lose.
B
B
Students
has
a
choice,
so
it's
they
may
spend
a
few
minutes
on
one
game
and
decide
to
move
to
a
different
game,
and
the
teacher
may
have
decided
that
day
that
there
are
certain
selections
available
for
students
and
so
she's
or
he's
guiding
them
towards
a
particular
game
based
on
maybe
a
skill
that
he
or
she
is
working
along
with
the
children.
It
and
therefore
their
social
emotional
component
as
they
grow.
Young
adults.
A
B
Yes,
so
our
move,
move,
move,
learning
block
is
really
just
that
students
are
up
moving
around
for
a
purpose
so
in
it,
and
it
is
an
extended
learning
time.
We
have
been
incorporating
movement
in
instruction
forever,
but
this
is
an
opportunity
to
really
purposefully
in
aged
students
and
an
inner
routine.
So
to
speak,
where
they
are
have
opportunity
refocus
you
know,
focus
is
like
a
muscle.
You
have
to
let
it
relax
decompress
to
gear
it
back
up
to
re-engage
and
really
motivate
our
learning,
and
so
in
move
move
move.
B
Students
are,
you
know,
put,
may
participate
in
a
routine
where
there's
a
slight
warmup.
You
know,
then,
a
physical
activity
that
might
be
a
dance
related
routine
or
something
with
calisthenics.
It
may
be
something
that
involves
a
I'm
trying
to
think
of
visualizing
I
was
in
a
kindergarten
classroom
the
other
day
and
they
were
practicing
mountain
climbing,
and
that
was
relating
to
the
topic
that
they
kind
of
had
been
exploring
throughout
the
day.
B
So
it
was
an
engagement
activity
where
they
were
also
doing
like
a
guided
imagery,
so
the
teacher
was
presenting
a
visual
for
them
and
they
were
walking
through
that
in
their
mind.
So
then
it's
an
opportunity
to
then
cool
down,
and
some
of
that
might
be
through
a
countdown,
a
meditation
type
of
activity,
but
then
to
really
like
bring
that
structured
chaos
down
to
a
control.
B
So
now
the
students
are
ready
to
reengage
back
to
to
learning,
because
we
know
movement
activates,
those
brain
cells,
and
it
really
gets
them
talking
so
that
you
know
I'm
ready
to
think
about
what
I
did
what
it
is.
I'm
learning
today
and
we
have
found
in
nothing,
research
shows
that
you
know
when,
when
we're
stimulated
in
a
learning
activity
and
we're
having
fun
and
it's
joyful,
we
tend
to
remember
those
things.
So
you
know
when
it
memorization
recall
retaining
information.
It
only
contributes
to
that
in
our
learning
for
the
day
and
I.
A
Think
we
can
probably
all
go
back
and
think
about
songs.
We
learn
to
remember
you
know
the
states
or
the
capitals
of
the
states
or
mathematic
facts
and
things
like
that
that
we
did
as
a
child
and
how
we're
still
singing
those
in
our
head.
You
know
if
we
can
incorporate
it
across
the
curve,
Rick
ulam.
It
certainly
makes
sense
that
it's
going
to
really
help
those
young
learners.
So,
as
you're
talking
about
the
structure
play
a
movement
move,
how
do
you
think
that's
going
to
look
as
you
redesign
the
curriculum
for
the
intermediate
learners.
B
Great
thanks
for
asking,
so
we
are
really
looking
at
now
in
K,
1
and
2.
They
are
very
deliberate
learning
blocks
and
as
we
move
into
third
fourth
and
fifth
grade,
our
learning
blocks
will
be
more
disciplined
oriented,
still
working
looking
for
connections
throughout
the
curriculum,
as
we
are
focusing
on
our
21st
century
learning
skills.
B
So
we'll
have
a
theme
of
communication,
a
theme
on
creativity,
three,
a
theme
on
collaboration
and
then
a
theme
on
critical
thinking
and
within
that
hour,
move
move,
move
and
the
structure
play
with
student
discourse
is
going
to
be
deliberately
embedded
in
the
into
the
lutz
and
models
that
we
create.
So
it's
a
it
will
be
around
the
specific
content.
I'm
still
wanting
games
two
games
to
be
there,
but
it
will
be
very
specific
to
that
discipline
that
the
student
will
be
engaged
in
during
the
day
at
that
time
and.
A
I,
just
when
I
hear
all
these
exciting
different
things,
it
also
just
opens
up
in
my
mind,
of
course,
because
we
work
with
community
partners
and
things
like
that,
that
kind
of
opportunity
that
the
curriculum
is
going
to
lend
itself
to
having
partners
within
the
community
that
might
have
some
of
this
expertise
in
coming
in
or
some
of
the
skills
that
teachers
may
want
to
incorporate
to
be
able
to
it's.
The
flexibility
of
it
really
sounds
like
it
would
be
wonderful
for
that.
We're.
A
B
So
guided
reading
is
very
much
a
dedicated
time
for
differentiated,
so
our
teachers
are.
We
are
very
mindful
of
students
where
they
are
on
their
reading
levels
and
we're
becoming
even
more
proficient
as
we
move
along
through
our
fantasies
and
pinnell
reading
assessment
system,
where
our
students
are
falling
on
that
reading
continuum
and
grouping
students
with
those
like
reading
skills
together.
A
B
Their
areas,
we
need
to
focus
on
more
specifically
where
it's
a
targeted
approach
and
so
in
guided
reading
you're
going
to
see
certain
components
consistent
though,
throughout
the
grade
levels,
so
there'll
be
a
pre
reading
portion
of
guided
reading.
That's
you
know,
maybe
three
to
five
minutes
where
the
teachers
setting
the
stage
for
that
particular
text
and
giving
students
a
thinking,
job,
that's
specific
to
a
skill
that
they
may
be
focusing
on
and
then
during
reading,
students
are
then
independently
reading
to
themselves.
B
So
during
that
time
it
is
very
much
oriented
where
the
teacher
will
rotate
through
different
groups
of
students
based
on
their
reading
level,
and
then
the
students
who
are
not
with
the
teacher
are
working
on
an
activity.
That's
more
independent
geared
that
may
be
a
follow-up
from
one
of
the
other
learning
blocks
that
perhaps
there
was
a
text
read
during
explicit
comprehension
that
the
students
now
are
engaged
in
an
activity.
B
That's
specific
to
that
particular
book
that
may
be
on
a
student's,
instructional
level
or
just
above
their
instructional
level,
but
because
they
engaged
in
that
during
an
oral
reading.
They're
able
to
apply
that
to
their
independent
work,
whereas
guided
reading
is
very
much
focused
on
the
instructional
level
of
the
two
of
the
child.
Well,.
A
I
really
liked
the
way
you
talked
about
the
teacher
really
giving
specific
time
to
think
time
for
thinking,
because
you
know
we
know
that
that's
really
important
and
then
the
whisper
reading
I
love
that
idea
that
they're,
really
and
I
think
that's
important
for
our
parents
to
know
that
as
a
teacher
I'm
still
very
much
focused
on
your
child
and
what
they
are
doing
and
how
I
can
work
independently
with
them
to
make
sure
of
their
success.
What
does
this
mean
for
student
success?
What
do
you
think
this
will
mean
to
our
students.
B
We
may
be
reading
something
from
a
magazine,
and
then
we
may
have
seen
a
video
clip
in
one
of
our
other
learning
blocks
that
then
we're
having
to
synthesize
that
information
together
and
make
sense
of
how
does
this
all
connect,
and
what
does
this?
That?
What
does
this
tell
me,
as
you
know,
as
a
learner
in
this
classroom?
Well.
A
I
think
this
sounds
so
exciting
because,
of
course,
our
as
a
school
system
in
our
superintendent,
we're
really
talking
about
that
early
literacy
and
how
important
it
is
to
a
child,
and
it
really
I
think
this
really
shows
that
this
is
very
thoughtful
very
geared
into.
How
can
we
help
each
child
succeed
and
here's
a
very
specific
plan
on
how
we're
going
to
do
that.
So.
B
And
we
spent
we
have
spent
very
dedicated
and
purples
purposeful
time
with
our
teachers
around
professional
development
and
what
our
text
characteristics.
What
is
conferring
with
the
child
look
like
and
when
I'm
taking
my
reading
inventory,
you
know
what
is
this
miscue
analysis
mean.
What
does
that
mean
for
me
as
a
teacher
as
it
applies
to
you,
theresa
as
a
child,
and
how
do
I
make
sure,
I'm
very
delivered
in
my
planning
as
I
support
that
student
as
a
reader,
and
we.
A
Know
that
professional
development
is
so
important
for
our
teachers,
and
that
is
something
we
really
want.
Families
to
know
that
this
isn't
just
curriculum,
that's
thrown
out
there.
Our
teachers
really
have
been
trained
on
this
and
they
really
get
continued
training.
I
know
our
reading
team
is
constantly
meeting
with
the
reading
teacher
so
that
they
can
go
back
and
it's
hands-on
daily.
You
know,
and
they
were
get-
are
getting
support
at
the
school
level
on
a
regular
basis.
They.
B
A
B
Right,
yes,
so
in
mathematics
we
really
are
looking
at
our
standards
and
how
they
progress
over
time,
not
just
in
kindergarten.
But
what
does
it
look
like?
Why
is
this?
Why
is
this
skill
or
standard
so
important
in
kindergarten?
How
does
that
build
in
first
grade
then
second
grade
and
and
so
on?
So
we're
really
looking
at
supporting
that
child
when
they
reach
algebra
and
that
it's
those
foundational
skills
that
are
being
developed
at
that
young
age,
and
so
we
really
are
looking
at
the
conceptual
understanding.
B
So
you
know
why
does
one
plus
one
equal
to
you
know
many
of
us
and
I
know
that's
very
simple,
but
you
know
very
that
when
I
say
the
conceptual
understanding
is
so
students
when
they
get
to
the
nalga
rhythm
stage.
They
know
they
have
that
background
knowledge
of
that
information
on
that
skill,
so,
in
mathematics,
we're
working
on
you
know
the
concrete
portion
of
what
does
it
look
like
when
I'm
using
manipulatives
and
then
that
representational?
B
So
if
I
drew
it
out,
what
does
it
look
like
if
I
draw
it
and
then
moving
on
to
from
that
to
the
abstract
and
that's
where
we're
using
our
algorithms?
So
you
know
that's
what
we
see
and
we
see
that,
though,
throughout
our
grades,
so
that
was
we're
building
different
skills
as
we're
increasing
the
depth
and
complexity,
depth
and
complexity
of
problems.
How
do
I
attack
that
as
a
mathematician,
and
you
know,
what's
going
to
be
my
best
approach
to
solve
that
problem
and.
A
I,
like
that,
we
are
really
encouraging
our
students
that
you
are
mathematicians
and
you
you
do
have
those
skills
and,
like
you
said,
building
on
those
are
so
important.
That
whole
thing,
really,
I
can
see,
would
lend
itself
so
much
to
the
move.
Move
move
as
well.
There
are
so
many
things
within
mathematics
like
you
mentioned
manipulatives,
but
other
incorporating
song
into
learning,
and
I
think
lots
of
us
did
that
or
I've
seen
dance
movements
with
the
multiplication
fact
things
like
that.
That
I
think
really
is
just
a
natural,
thin.
B
Absolutely
and
are
you
know,
and
our
teachers
are
constantly
figure
finding
those
best
matches
of
when
to
incorporate
that
movement
piece
into
how
I'm
learning
math
today.
So
it's
very
deliberate
and
it's
connected,
but
it's
also
going
to
provide
that
hook
for
the
student.
Yes
that,
then
it
relates
back
to
them
when
they're,
when
they've
moved
on
to
a
different
concept-
and
you
could
say
boys
and
girls,
do
you
remember
when
we
talked
about,
and
so
it's
helped
laying
that
foundation
that
groundwork
Riley,
which.
A
Of
course,
is
is
fundamental.
You
know,
like
you,
said
well,
I,
think
that
what
you
share
today
is
so
exciting,
and
it
really
does.
Let
us
know
a
lot
more
about
the
curriculum
and
really
how
we're
delivering
instruction
in
two
hours
into
the
schools,
and
that's
something
that
I
know
our
listeners
really
want
to
hear
about,
and
if
they
have
questions
should
they
first
talked
to
their
teacher
or
what
would
you
suggest
first,
if
I
had
any
question
about
the
correct.
B
I
would
definitely
that's
might
be.
My
first
place
is
have
a
conversation
with
the
classroom
teacher
to
certainly
help
build
some
understanding
around
why
they
might
be
doing
certain
things
and
in
what
order
and
what's
happening
next,
and
that
is
an
excellent
place
to
start.
We
have
certainly
other
other
individuals
and
our
buildings
that
certainly
are
supporting
our
curriculum
I'm
going
to
mention
our
count.
School
counselors
as
well
they've
been
very
instrumental
and
when
we
think
about
healthy
minds
and
bodies
right,
you
know,
move
move.
A
Obviously,
there's
lots
of
people
that
know
about
it
lets
people
you
can
touch
faced
with
start
with
your
teacher,
but
there's
lots
of
people
within
that
school
building
that
can
help
you
and
certainly
at
central
office
as
well.
Always
here
always
here
to
help,
and
we
really
appreciate
you
coming
today-
Michelle
and
really
sharing
the
excitement,
that's
going
on
in
curriculum
and
instruction
and
I
know,
certainly
within
the
central
office.
A
Everyone
is
excited
about
this
and
I
think
that
enthusiasm
going
out
into
the
classroom
if
parents
visit
their
children's
class
they're
going
to
see
all
these
wonderful
things
happening.
So
thanks
for
sharing
us
with
us
today,
thanks
for
inviting
me
thank
you
and
thank
you
for
joining
us
on
Parent
Connection.
Until
next
time.
C
Hi
I'm
Jodie
Russi,
the
supervisor
of
food
and
nutrition
services
in
the
host
of
food
for
thought.
Today,
I
come
to
you
with
exciting
news
about
school
meals.
School
meals
offer
students
a
healthy
school
breakfast
and
lunch
this
year
we
will
continue
to
meet
and
exceed
federal
and
state
nutrition
standards
for
school
meals.
Ensuring
that
all
meals
are
well-balanced,
provides
students
with
the
nutrition
they
need
for
academic
success.
Every
day,
students
are
offered
unlimited
choices
of
fruits
and
vegetables.
C
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
each
day
from
one
of
our
unique
salad
bars
in
Anne,
Arundel
County.
You
may
also
monitor
your
child's
school
meals
account
online
at
my
payments
plus,
this
is
a
convenient
tool
that
Anne
Arundel
County
Public
Schools
offers
all
parents
to
make
managing
school
meal
accounts
a
simple
process
for
you,
your
child
and
the
school
to
learn
more
about
my
payments
plus
simply
visit
my
payments
plus
com
or
call
877
2370
946
registration
is
free
and
quick,
so
get
started
today.
C
Each
year
families
have
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
acps
org.
The
process
is
fast,
easy,
convenient
and
it's
accessible
from
any
computer.
Remember
if
you
receive
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
If
you
have
any
questions
regarding
the
application,
please
call
for
10
to
22
5900
and
we
will
assist
you
if
you
need
assistance
with
the
spanish
application.
Please
contact
the
bilingual
facilitator
from
your
school.
C
Thank
you
for
this
opportunity
to
provide
you
the
valuable
information
pertaining
to
school
meals.
All
students
in
Anne,
Arundel
County,
have
access
to
a
nutritious
breakfast
and
lunch
on
a
daily
basis.
These
meals
fuel,
their
brains
and
bodies
for
academic
excellence.
If
you
have
any
questions
regarding
the
healthy
school
meals
offered
in
Anne,
Arundel
County
Public
Schools,
please
contact
me
directly
at
410
22
to
5,900
thanks
again
and
continue
to
watch
a
a
CPS
TV
and
tune
in
to
the
next
segment
of
food
for
thought.