Moving Into 2018

Preparing for the second half of the school year, this posting will detail items for your information and planning.

Gold Day -- January 2, 2017 

The agenda is attached for your review.  We will begin in the library promptly at 9:00 AM.  Please bring your laptop, guided reading data, relevant MAP reading data, and Journeys materials to plan for one of your guided reading groups.  Prior to Gold Day, please review the video below as Jan Richardson discusses guided reading and her video series for effectively teaching guided reading groups.

Team Planning on Gold Day

• During your three hours of team planning (cycle 3), be sure to update the PLC calendar (listed under teacher resources) for your grade level with standards and dates for common formative assessments.
• The next three hour team planning (cycle 4) will take place February 28th, March 1st, and March 2nd.
• FYI:  The winter MAP window is January 8-February 28th.  ACCESS testing for ELL students will take place during the month of January as well.

Report Cards and Grading

• The grading window will be open January 2, 2018 in Infinite Campus.  The window will close on January 8th.  
• Printed copies of report cards are due to White January 9th and report cards go home with students January 11th.
• Be mindful of grading procedures and the number of grades in each category.

School-Wide Spelling Bee

• Every homeroom teacher will conduct a classroom spelling bee by January 8th.  Each teacher will submit the name of the class winner to Mrs. Stith by the end of the day January 8th.  The school-wide spelling bee will be held on January 12th @ 1:00 PM.  Parents will be invited.

Two Days of Instruction

Over the next two days, hold tight to instructional practices and maintaining high expectations for teaching, learning, and behavior.  I know it's rough that we come back for two days, but use the time to push student learning.

• Introduce several books students could read over the break.  Give students a reading log to track their reading and extend their learning.  Offer an incentive towards their grades when logs are completed.  This also prepares students moving forward to read and track their progress.

• Provide practice worksheets, use pages from old workbooks, and ensure each student has their login information for technology programs such as iRead, Study Island, Prodigy, and Reflex Math.  Challenge students to meet and exceed goals set in class or set individual goals with them.  

• This is an awesome time for goal setting!  Take opportunities to conference with students and discuss their current progress and what is needed for their growth.  Provide some extra credit work or a project to boost student performance and engage them in learning while at home.

• It doesn't hurt to add time for technology learning as well -- iRead for 30 minutes instead of 20, every student scheduled for time on Study Island (30 minutes) aligned to MAP results.

PBIS Survey-- reviewing the data

• According to our SRT school-wide survey data (you took the survey a month ago), the statement,"Booster training activities for students are developed, modified, & conducted based on school data," was rated by staff as 37% in place, 56% partially in place, and 7% not in place.
• Booster training activities include the following that takes place in your classroom and school-wide.  
• In your classroom -- this includes, but is not limited to-- teaching the Second Step curriculum with fidelity, reviewing school-wide ROARS & classroom expectations, reviewing weekly SRT data that is posted on this blog site, reviewing your Class Dojo data and reviewing the trends for color changes (behavior) in your classroom and using this data to increase student engagement and on-task behavior in your room.
• School-wide -- this includes but is not limited to--- reviewing weekly SRT numbers, referrals (ABC forms), bus referrals, and transition data, as well as, supporting students and instruction in the classroom.  
• Tier 3 behavior students -- Based on data for individual students who have been identified as consistently displaying inappropriate behavior -- these students receive additional support through counseling (third party agencies and Luney) and direct social skills instruction (from ECE resource teachers and Dr. Parks).

• Booster training activities are ongoing as professionals, we set the tone for the learning environment at King.  We will continue to strengthen our use of data to create and uphold a safe and positive culture for all.

Have a great week, no faculty meeting...

Writing and Multi-Tiered Systems of Support

Just a couple of reminders...

• This week students will complete informational writing pieces.  This is the time for students to make adjustments based on teacher feedback.  Consider mini lessons to review chunks of student writing -- lead, evidence/examples, transitions, and conclusions to move groups of students through the revision process. Please be mindful to have students use the writing rubric (see notebook) to review their work and ensure they have all the components in place and have edited their work.  Writing pieces should be complete by Friday, December 15th.

• We have MTSS meetings this week, please compile, summarize and graph your data for students for whom you have been providing interventions.  Be sure to have your information organized and ready for your meeting.  You should bring information to support students who have academic and/or behavior concerns.

• As the winter break gets closer and we begin to celebrate, remember that for some students and staff, this is a stressful time of year.  Bring a little extra patience to work with you daily.

• No faculty meeting this week or next week 

• Last, please check the daily updates and living calendar.  Have a wonderful and productive work week.

Systems Check

Each day, the following should be observable in your classrooms.  Please take time to do a systems check to make sure you have met this expectation, these are non-negotiables.

• Posted daily learning targets in student-friendly language.

• Evidence of teaching using the Classroom Instructional Framework
• For example: During math instruction, teachers would use a Math Framework, which would includes:
• Whole Group Instruction ( Warm Up/ Solve & Share)
• I DO  (Explicit instruction that includes visual learning, modeling)
• WE DO ( includes Guided Practice, use of manipulatives)
• YOU DO ( Independent Practice and Formative Assessment /Exit Slip) 

• Your lesson plans out on your desk to be viewed during walk-throughs or observations

• Your grades should be updated in Infinite Campus at least every three weeks.  Additionally, make sure you are utilizing all three categories of student engagement, progression towards the standard, and mastery of the standard.

• SRT Calls and PBIS -- you must complete an A-B-C form when you've made an SRT call.

• Please expect to see administrators completing walk-throughs and observations on-going.  You will receive feedback.

Faculty Meeting 

• Teacher shares a strategy

• Review student work from reading proficiency assessment -- bring results to faculty meeting, including short answer/extended response answers & rubric.

• Short meeting with peer observers with White

Reminders

• Please ensure you check the living calendar, and daily updates each morning.

Learning How to Learn

We talk about motivation and its connection to student learning; let's extend this thought to discuss how we learn and more importantly, how our students learn.  Below is a link to a short article regarding how students learn and how we can assist in the process.

https://ww2.kqed.org/mindshift/2017/11/20/5-strategies-to-demystify-the-learning-process-for-struggling-students/

Be ready to set high expectations for students immediately when they enter the building Monday.  Following the break, we need to be clear and specific with what students are expected to learn and what they are expected to do.  How will they demonstrate their learning?  How will the class show leadership.  Below is a quick refresher for classroom management.

...And a novel approach to consider ....

Managing Transitions 

https://www.teachingchannel.org/videos/managing-transitions

Faculty Meeting

1.  Engaging in productive struggle... (15 minutes) -- view and discuss

https://www.teachingchannel.org/videos/subtraction-math-lesson-ousd

2.   Committees:  form groups; look at group goals, decide on a chair person responsible for submitting reports to SBDM.

3. Committee activities:

Parent and Community Involvement:  Literacy & Math Night, Science Fair, Muffins w/Mom, Donuts w/ Dad, Newsletter, etc.

Instructional Leadership:  Current structure and incorporating new members -- how do we move forward as a collective -- deeper learning

Magnet:  Towards a cohesive program that provides multiple opportunities for access, exposure and development of student talents.  Logistics -- plan for implementation....deeper learning

PBIS:  Meeting schedule, next level of PBIS -- video expectations, everyone on one accord

Continuous Improvement:  CSIP, budgets, resources, continuous growth


Coming Up:

Flash Dads is Wednesday, November 29th, from 8:00 - 9:00 AM.  We are working in collaboration with the Department of Diversity, Equity, & Poverty to bring Flash Dads to King.  We are expecting nearly 100 male volunteers to converge at King and greet students as they arrive from the bus, car rider and walker area.  Our guests will be here beginning at 8:00 AM for refreshments and introductions and then greet students beginning at 8:30.   I would absolutely love for as many staff members as possible to be here at 8:00 to greet our guests.

Also, please be sure to check the living calendar, daily updates, and use the announcement form for any announcements you may have -- especially to shout out student and staff leaders.

Gratitude and Rest

With the Thanksgiving holiday upon us, I want to take a moment and express my gratitude and say thank you to all who make this building a school.  It takes each of us to impact the lives of our students and families.  I appreciate your strong attendance, willingness to accept additional students into your room, welcoming new students to the building, treating each other as professionals, and setting a high standard for teaching and learning with yourself and our students.  

Over this break, take time for you and do something you have been meaning to do and have put off.  It is crucial that we all regroup and refresh ourselves so that we are ready for students following the break.  Get some rest, you deserve the best and all great things start with peacefulness.

There is no faculty meeting this week, but take a few minutes to read and article, watch a video, have a conversation, read a book, or reorganize your thinking moving forward.  We must have a high standard for teaching and learning and I insist you prepare yourself to be great!

Have a productive two days and enjoy your Thanksgiving break.  I love you all.

Stephanie White

Reminders:

• Progress reports from IC and MAP reports (in your mailboxes) go home today in Monday folders
• Today is make-up picture day -- see email from Mays for those who were absent on picture day and we will also take pictures of students new to King.

Monitoring Student Learning and Results

Formative Assessment is what we call Assessment FOR Learning.  Check out the video below for tips and strategies.

As we continue to work with students...

1. Be clear on your expectation for learning -- does your learning target address the skill and concept students will learn & practice?
2. Does the student engagement activity you have created for learning specifically address the learning target for the day?
3. Do you have an exemplar to show students your expectations for quality?
4. Teach the vocabulary, use language from the text and language they will see on the assessment.
5. What clear criteria are you using to evaluate student work?  How will you know if they have met the learning target?
6. Following the evaluation of your exit slip, how will you adjust tomorrow's learning activities?

 

 Systems Check

Grading -- I placed the King Grading System sheet in everyone's mailbox last week.  As you are recording grades in preparation for progress reports (11/20), pay attention to the number of grades in each category.  All three categories must be used -- student engagement, progression towards standards, and mastery of standards.

Review hallway expectations with students, especially for dismissal.  The back stairwell must be a safe and orderly environment.  Remember, the first bell is for first and second floor classrooms.  The second bell is for third floor classrooms.  We cannot have students unsupervised, this is unsafe.  This is still part of the school day, please ensure you are meeting the expectation of active supervision in addition to arriving at your before or after school duty on time.






Faculty Meeting Agenda

1. Positive Behavior Intervention and Supports -- Please complete the survey https://www.pbisassessment.org/Anon/Y0O208ig2m0   (15 minutes)

2.         Grade collaboration for ECE and ELL students

3.         District Common Assessments (old proficiency) follow up and calendar for administering assessments.


PLCs

• Planning math lessons using the Classroom Instructional Framework
• Lesson Analysis Sheets from math Topic Assessments
• Ensure you all update the grade level PLC minutes and calendars each week -- right side of blog

Daily Formative Checks (Assessment FOR Learning)

Each day, you prepare learning activities for students based on curriculum standards and daily learning targets.  During PLCs last week, it seems there may be confusion on what exactly the daily formative check should be and the purpose for its inclusion as part of learning routines.

To provide a cohesive structure, utilize the Classroom Instructional Framework to guide your lesson planning and learning activities for each content area.  We have no time to waste, we must be purposeful.

Entering Activities  -- The time at the beginning of the class/lesson designed for independently focused work decided on by the teacher (skill practice, review of yesterday's concept)

Anticipatory Set -- Teacher sets the stage for learning -OBJECTIVE - What will each student know and be able to do as a result of the lesson?

Teaching/Learning (interactive instruction) -- Teacher introduces students to new knowledge, processes, or skills - models what's expected, and determines student understanding

Guided Practice -- Students practice the new concept, idea, skill, etc. and show the teacher they understand what was taught.

Closure (exit slip) -- Teacher revisits the objective/learning target, checks for understanding and intentionally connects homework to the objective.  Provide an exit slip for students to complete (one-minute summary, question, journal writing, identifying similarities and differences)

Independent Practice -- Students engage in independent practice to reinforce skills and knowledge (this is also when you can work with a small group of students who still need assistance)

This week in PLC, please ensure you are prepared with the following:

• Each teacher should bring their exit slip from their previous lesson (Wednesday). 
• Teachers will also need to bring their Envisions Teacher Manual for whatever lesson they are on.
• Be prepared to discuss the purpose of an exit slip and formative assessment and how it will inform your instruction for the following day.

Faculty Meeting 11/7/2017

1. Positive Behavior Intervention and Supports -- Please complete the survey https://www.pbisassessment.org/Anon/Y0O208ig2m0
2. Sense of Urgency
3. District Common Assessments (proficiency 1)
4. Using Rubrics
5. JCPS Gives Campaign (November 1st-24th)
6. Progress Reports 11/20
7. Reading strategies for boys

DazJai is a Superkid! (click words)

Parks is an author!     

Professional Learning Community:  Planning - formative learning check - adjustment

In PLCs last week, you used MAP and your Envision Placement Tests to group students according to math learning needs.  Use this data to fill in gaps for students using center time and differentiated homework  and/or morning work.  This week in PLC, bring your exit slip/formative check data from your math lesson Wednesday to review and plan for adjusting instruction for Friday.   The product for this week is the next step plan/adjustment for instruction.

With every lesson, think about the following:

What do I want students to know or be able to do at the end of today's activity?

How will they demonstrate their knowledge and learning?  What makes a high quality product?

How will I know who got it and who didn't?  How will I use this information to make adjustments for tomorrow?

• Time -- Scrutinize your schedule to ensure you are working on subjects at the time you have set up in your class schedule.  
• Students need predictability and the structure of a daily schedule, this also decreases anxiety for students
• Tighten transitions between activities and from one location to another; also use restroom break time for students to read a passage, review flashcards, or answer questions

• iRead -- Using classroom computers, iPads, and Nooks students should be logging 20 minutes a day, 3 days a week in grades K, 1 and 2.  Set a schedule for student use, it doesn't only have to be during reading instructional time.  We know we have students who struggle with reading, use this tool with fidelity.

• Writing to demonstrate learning 
• Students should write daily -- journals, prompts, notes, responses to questions in complete sentences, showing work in math, work on cycle 2 writing pieces

PLC Collaboration Video:

Using Google Docs

If you need to contact Mr. Tomanic for technology needs, information, or support, please click on the Who to go to for What document from the living calendar and click on the Google form next to Mr. Tomanic's name and complete it.

For maintenance or custodial needs, there is a link on the Who to go to for What document that will send information to Ms. Angie.




We have two new employees at King; Katelyn Spivey (preferred substitute) and Krista Drybrough (ESS - math).  Both ladies have been with us for the past two weeks, working and supporting students.  Currently, Ms. Spivey is filling in for Mrs. Duncan and Mrs. Drybrough works in room 301.

• Check the living calendar daily and add updates as needed. 
• Halloween dress up is allowed for staff and students.  Please remind students and parents they can NOT wear masks and no weapons (real or toy). 
• Thanksgiving lunch -- parents invited -- November 14th.

The Power of PLCs

Professional Learning Communities (PLC) are not just the meeting on Thursdays (Tuesdays for kindergarten), but can take place each day of the week!  Let's review the purpose of the professional learning community; at King this means each grade level and special area team.

Each grade level has common plan times.  If you are not using this time to engage in PLCs -- planning together, reviewing student work, sorting results from daily learning checks, and planning next steps together, splitting the work -- you are working in isolation and making your work more difficult and cumbersome.  Never has it been more relevant to work SMARTER not HARDER.

I take great pride in having an incredible staff that loves and supports students and each other.  It's time to take our collective efficacy to the next level -- truly collaborating with one another.  Below is a 2 minute video from Rebecca DuFour one of the pioneers of the PLC process discussing the work of PLCs.

Now that we've reviewed the purpose of professional learning communities in schools, let's take a quick look (5 minute video) on how one team uses their PLC time and approaches learning as a team.

This week in your PLC, you will review and bring your Envision Placement Test results, MAP data, and your laptop.  Using this information, you will group students according to skill needs/levels and create math groups for center work and planning lessons -- some of you are ahead of the curve :).  The end product will be student groups for purposeful skill work and how you plan for upcoming math instruction.

Faculty Meeting Agenda 10/24/2017
Let's transform faculty meetings to Lions' Share time!  This means we will use this time to discuss a strategy, gain vertical feedback (K-5 progression), review student work, or meet within committees (will be the last meeting of the month beginning in November).

• Writing workshop implementation
• Writing workshop materials

• View PLC video

• Let's transform faculty meetings to Lions' Share time!  This means we will use this time to discuss a strategy, gain vertical feedback (K-5 progression), review student work, or meet within committees (will be the last meeting of the month beginning in November). 

• Student personal narratives and rubrics -- reviewing the work, pulling themes from student performance.
• Understanding of writing genre
• Mechanics
• Voice
• Handwriting
• Writing length
• Implications for writing workshop, centers, homework, daily practices, K-5 progression

For your information:

2017-18 State Testing Areas by Grade Level

Wednesday, 10/25, Computer Education Service trainers will come to King and provide embedded PD/training on navigating the Google environment.  All staff members will attend and sessions are scheduled during planning times beginning at 9:05 in room 303.  We are going digital at King, this is a non-negotiable and a sign in sheet will be in 303.  Bring your laptop, if you don't have one, machines will be available for you to use.  If you are support staff and consider yourself a novice to the Google environment, I suggest you attend the 9:05 or 2:45 session.

The grading window closes at the end of the day Monday, October 23, 2017.  All grades should be put in for report cards -- they go home October 26th.

Picture day is Monday, October 23rd -- see the living calendar for schedule.

Red Ribbon Week is this week

Engagement, Objectives & Feedback

Student engagement with routines:  View the first few minutes of this video.  A student leads the class through the daily learning target and learning focus-- notice the purposeful use of vocabulary.  How would your routine look if you use a focus wall daily to support student knowledge?

• Faculty Meeting (10/17/2017): Ms. Jones will provide information regarding test administration.  This training is mandatory for all instructional staff.

• Please review the living calendar for upcoming events and due dates.

• Please update your bulletin boards to show student work (include the learning standard).  

• Joe Leffert, our assistant superintendent, is visiting our school Wednesday.  We will walk through the building and visit classrooms.  

• Weekly SRT data is now linked live on the right, click to view.

Strategy Focus:  Classroom Instruction that Works:  Research-Based Strategies for Increasing Student Achievement. (Marzano, Pickering, & Pollock, 2001)

Setting objectives and providing feedback-- Setting instructional objectives and targets provide information as to what the student will learn.  Marzano et. al., (2001) suggest setting general goals and have students set sub goals/targets that will forward their individual learning.  This example came from the above text (p. 95).

The students in Ms. Gershwin's 4th grade class have been setting their own personal goals for each unit since the beginning of the year.  She always provides the general targets, but then students personalize the goals.  For the unit on the human body, she explains that her goal is for them to understand how each of the main organs work individually, as well as,how the organs work together as a system.  Based on those broad goals, Josh writes his personal learning goals.

• I want to know more about the kidneys and how they work.  My grandpa is having a kidney replaced soon.
• I know that the heart pumps blood through the body, but I want to know how a heart attack happens
• I want to know if the intestines are really four miles long.

Ms. Gershwin found that if she provided the sentence stems (e.g. "I want to know..." and "I want to know more..."), the students were able to create more interesting goals.

Feedback

• Feedback should be corrective - Provide students an explanation of what they are doing that is correct and what they are doing that is not correct
• Feedback should be timely-- Immediate feedback following a task is best.  The more you delay giving feedback, the less improvement there is to achievement.
• Feedback should be specific to a criterion -- For feedback to be most useful, it should reference a specific level of skill or knowledge -- Use of rubrics specific to tasks.
• Students can effectively provide some of their own feedback-- Use of student self-assessment, learning chart, reflection (weekly in student agenda), student goal setting.

October 9, 2017

Introducing Dylan Terry...

And now the business -- Gold Day Agenda


9:00-10:00
Reading Trends- Kindergarten (Ms. Fields) - Room 101
First Grade (Ms. Buckley) - Room 208

iRead Growth and Grouping Data - Second Grade (Ms.Camp) - Room 203

MAP Data & Student Goal Sheets- 3rd-5th (Flener/Stith) - Library

10:00-11:30
Team Planning -- Assessment data and goal setting

11:30 - 12:00
LUNCH on your OWN

12:00-2:00
Math Manipulatives with District Resource Team -- Library

2:00-3:00
Team Planning

3:00-3:45

All meet in the Library- Student Learning Focus -- E2

Be sure to turn in your Parent Teacher Conference Schedule before you leave today!

Faculty Meeting 9/26/2017

Meeting Agenda

1. Review meeting norms
2. Review living calendar
3. Positive post cards
4. KPREP results