Here is what’s coming up this week at Arno…
10/12 Columbus Day
Optional Staff meeting 8:00
Ad Council 9:00
AED/CPR training for those who signed up
10/13 Bate IEP @Riley 8:45
10/14 Steve @Title 1 Boot Camp WCCC Full Day
PBIS Meeting 3:45
10/15 Fire Safety Assembly K-2- 9:00, Grades 1, 3 10:00
10/16 3rd Grade Metro Parks Assembly
Great Dialogue
I was very impressed today watching the process unfold to create common assessments. Many important conversations took place regarding what we want to be able to do with these assessments- which is to gain valuable data, impact instruction, and set groups for possible interventions. Collaborating at a district level went well and was great to see teachers from around the district. Congrats on your accomplishments today, we will get together to share your data at the end of the 1st Q.
Comprehensive, Integrated, Three-Tiered Model of Preventionp
The Keynote speaker at our Title 1 state conference, Dr. Kathleen Lane, University of Kansas, presented a model of integrated support involving academic, behavioral, and social areas ( see pyramid) . Some of the key things I took away from this:
- It takes an integrated approach to address the student’s needs and come up with an appropriate plan that will engage the learner. A strong PBIS, in conjunction with identified social aspects, and a strong core program that is supported with an effective tiered system of support can help us drill down and provide the kind of service that can propel our scores for reading and math.
- This is really a different way of looking at doing business in a school. Many look at interventions or PBIS, but to use all in one comprehensive system is outside the box and that is one way to make things happen for kids. This kind of model requires additional time on looking at data, assessing, progress monitoring, and universal screening. In addition, a very collaborative building schedule is necessary for the system to work. Please review the video link and visit the web site for CI3T.org for more information, literature, and videos like the one below that detail some successes.
I know of a couple of grade levels who are undertaking a new way of looking at the teaching of math, while at the same time giving support to all learners- at-risk, on grade, as well as enriching those who are ready. If your grade is interested in proposing a new way of reaching kids, strengthening the core, while providing skill based intervention-please set up a meeting with me to discuss any exciting possibilities.
PBIS Meeting
If you are available this week, please be sure to join us for our PBIS meeting. This is an important piece in helping us develop a complete intervention piece down the line. The meeting will start at 3:45.
Schedules
Please remember to hand in your normal daily or weekly (or both) schedule to me. Just an outline of the day, no lesson plans
Fire Drill @Recess
This Thursday we will have our second fire drill. As required, we will conduct this drill around recess time. Please prepare your kids on the process of where they go in if they are outside. The drill will happen around 2:30ish or whenever I see the play ground filling up.
Growth Mindsets
This is a great way to reach kids and recharge batteries.
When students and educators have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work hard to learn more and get smarter. Based on years of research by Stanford University’s Dr. Dweck, Lisa Blackwell Ph.D., and their colleagues, we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores.
What does a Growth Mindset School look like?
Administrators support teachers’ learning. They are responsive to honest feedback, rather than defensive. They seek to build their skills, and are willing to learn from their teachers.
Teachers collaborate with their colleagues and instructional leaders, rather than shut their classroom doors and fly solo. They strive to strengthen their own practice, rather than blame others. They truly believe that all students can learn and succeed—and show it.
Parents support their children’s learning both inside and outside the classroom. They partner with teachers, and respond to outreach. They worry less about advocating for their children to get good grades and focus on making sure kids are being challenged and put in the effort needed to grow.
Students are enthusiastic, hard-working, persistent learners. They take charge over their own success. This information from: Mindset
“Don’t make excuses or try to make students artificially feel better for doing poorly. Instead, focus on students’ capacity to grow and change, and emphasize where they have control over their learning.” – Eric Jensen
What’s your mindset?
NWEA Data to Drive Instruction
Now that we are wrapping up testing- and I am so proud of all of you and our kids for the way you handled this on chromebooks for the first time, it’s time to start looking at our data critically to help drive instruction and intervention. If you would like any assistance in breaking down and using your data, please let me know and we set up a meeting.
Fun Run Money
Although parents were informed that all monies were due for the Fun Run, keep encouraging kids to bring it in if they had not done so already. Whether it’s now or in 3 weeks, we want to continue follow through as we receive many benefits in technology for our efforts.
Although the survey I sent a couple weeks ago on technology indicated that more people were in favor of tablets, the district may not yet have the support we need for a large scale purchase. I would like to propose to the PTA that we purchase another cart (even if the district buys us one for m-step, which looks like a possibility), our goal should be 1-2 carts per grade level, with some tablet purchase in the long term. So for this year, I would like your feedback on the recommendation of a chromecart purchase along with a bank of tablets.
In addition, I would like to request feedback from you on tablets. When thinking of what type of tablets we would purchase, we need to start with the end in mind, not worrying about the device. What is it in your view that kids will need to be able to do with a tablet and what device do you feel matches those needs? Please send me your thoughts by Friday the 16th.
Recording Student Assessment Data
October 17, 2008
We were talking in our staff room this week about how each year it seems as though we have more to teach and more assessments to give. One of our new teachers was talking about the disconnect she feels between the assessments we are asked to give, what we do in our classroom and the growth we see in our students. She went on to say that it feels difficult to monitor growth; real growth. When asked what she meant by ‘real growth’ she simply said, “You know, are they getting better at reading?” Ahhh, out of the mouths of our young teachers, simple pearls of wisdom!
Monitoring the simple data of a student’s Independent, Instructional and Frustrational reading level over the course of a year can be very powerful for students, parents, and for us as classroom teachers. There is no disconnect. We can see if our instruction is making a difference — and we can celebrate tangible growth!
This week’s Tip is the Data sheet we use with our own students to record their reading assessment data.