SUPER Weekly Agenda

April 4-8, 2016

2015-2016 Priorities

  • Balanced Literacy
  • PBIS
  • Movement with Purpose

Monthly Focus Areas

College Readiness: (March/April)
  • K-5: Career Web Search
  • Middle School: Career Game
  • College Word:

Cultural Competency: Class discussion about which country to select for the Penny Fair

House of Values: Responsibility - Focus on homework/reading log percentage growth and improving any low grades

Data Priorities

  • February DIBELS Goals: Goals: K- PSF25+ NWF 20+, 1- DORF WC 29+ AC 81%, 2- DORF WC 76+ AC 96% RETELL 23+
  • Progress Monitoring - submit a list to Sharon with PM goal for each student
  • ISTEP Data Targets: ELA 60%, Math 54%

  • IREAD Data Target: 84%

  • NWEA: Finish MOY Testing

  • SRI: Compare lexile and growth to Achieve 3000

  • Achieve 3000: Did you reach 5 activities for February? What is your class average?

Reminders and Celebrations

  • Happy birthday on the 23rd the Mrs. Greer and Mrs. Wilner!!
  • I hope you all enjoy a restful break with your families!
  • Thank you to everyone who helped with the movie parties and the skating party!
  • Thank you to Mrs. Cunningham and Ms. Herdman for your support at the Chopped event!! I appreciate you giving this time!
  • Thank you to Ms. Herdman and Mr. Higdon for giving time over break to help with interviews! I could not have done it without you!
  • Thank you to the team who helped with AP interviews! Your opinions were very helpful!


  • We will have another ISTEP for new teachers meeting Tuesday, April 5 at 8:00.
  • Please send your awards list for quarter 3 to Christy by April 8.
  • Mega parties for quarter 3 will take place on May 6 for elementary students. Please inform your students. I think this will be better than having them before ISTEP. We need to be instructionally focused the 2 weeks we return.
  • I need someone who would be interested in helping to organize the ISTEP pep rally.
  • Please make sure you are following your two week plans for skills remediation prior to ISTEP. This should happen during success and guided reading. I still need ELA plans from a few teams. They have to be submitted on April 4.
  • Thank you to everyone who submitted all student data and plans prior to break. If you missed a deadline, please submit everything by Monday, April 4.
  • Teacher of the Year nominations are due by Thursday, April 7.
  • Please make sure your new SMART goals are posted in the CR and all data is updated by your next PLC.

Helping Parents in Math

Don't forget this great site meant to assist parents:

I consistently hear our parents complain that we teach math in a different way than they learned and it is difficult for them to help their children. At the above site there are module tip sheets. They are a simple one page resource to help with each module. Please print these at the beginning of units to assist our families. They want to help their children, but they need us to get the proper resources in their hands!

Instructional Plan Changes

As we move into the next round of ISTEP we will make a few instructional changes. We will use our MOY NWEA data for the learning continuum to drive success period instruction. Math data will be used to drive success and Reading/ELA data will drive small group instruction within your reading blocks. Each team will have the following tasks at hand:

  1. Develop a timeline of what skills will be covered based on need within the grade level. This should create an instructional road map for the remainder of the year.
  2. Continue to hold Beyond PLC meetings for guided reading teams and success teams. All team members are expected to attend these meetings weekly. Please send the notes from your planning meeting to Ostler weekly. So, each team meets for PLC and 2 additional meetings for beyond PLC for instructional planning.
  3. Determine how you will have common assessments to monitor instruction. What format will you use to assess the continuum skills you are addressing with students? Remember the site I sent you with NWEA support lessons as well as consider using Skills Navigator.

Also, from now through the second round of ISTEP students should be practicing the use of the online testing tool as well as the different problem types found on ISTEP on a regular basis.

Comprehension and Vocabulary

It is always our goal in reading to improve comprehension and vocabulary. Not only do we need to see improvements in our students and their basic understanding but we want to see application of those skills at a high level when they independently read. Hopefully you are able to see translation of those skills within your guided reading groups. Guided reading is when the application should take place and the teacher is able to reinforce and validate those learned skills and eventually great habits that are forming in our readers! Please use these links as we focus in over the next month on comprehension and vocabulary.

Silent Reading with Purpose

What are your current practices with silent reading? Is it a time for you to check e-mail while students read? Your students know you are not watching them and then this is wasted class time. During this time teachers should be engaged with students. Students should also be given a task to engage them in the process. This is a time to practice the skills we are teaching. What tasks can be given to students to allow them to practice those skills? Could we have them noting connections they make to the story? Could we ask that they take notes on a character and their traits? Could we tell them to come up with two high level questions they might place on a test over the book? These ideas raise the level of engagement and rigor for students. It also creates a sense of purpose and pushes students to put those important reading skills into practice. You might also consider asking them to note when they use a reading strategy they have learned. Allow them to then share out after reading and have a wall of fame where you celebrate the use of those strategies.

Article from:

The influential 2000 National Reading Panel report Teaching Children to Read examined 14 experimental studies that sought to determine whether encouraging reading had an impact on improving reading achievement. Following their analysis, the panel concluded that the collective results did not provide clear evidence that encouraging students to read more actually led to improved reading achievement. Of the few studies that did find gains in student reading, "the gains were so small as to be of questionable educational value." (p. 3-26). In short, the panel concluded that the research has yet to prove that sustained silent reading efforts lead to improved reading achievement. In addition, the panel suggested that their findings didn't mean that encouraging students to read more could not be made to work, rather that the way it has been done (and studied) in the past has failed to produce changes in reading achievement.

Revisiting Silent Reading (Hiebert & Reutzel, 2010) encourages us to rethink silent reading, to consider some advice about it, and to think about how to make it work in your classroom.Chapter 8 provides teachers with information about four conditions that improve the practice of silent reading in classrooms. These include:

  1. Student self-selection of reading materials: Teachers should guide students to choose good texts to read during silent reading time. The books should be of interest, should draw from a variety of genre and topics, and should be at an appropriate level — not too easy, not too hard. This is particularly important for struggling readers who often select books they cannot read.
  2. Student engagement and time on task during silent reading time: Teachers should keep a pulse on students during DEAR time. Emphasize that DEAR time is reading practice time. It's not indoor recess, but rather it has an important purpose: to provide time to practice reading skills. Read the full chapter for a good description of "gossips, wanderers, and squirrels." See if you have any of those in your classroom!
  3. Accountability: Related to the above, accountability of what has been read may help build reading stamina and proficiency. Several methods of accountability are suggested, including logs, reader response, and anecdotal records. This seems like a highly personal decision, and for it to really work, would have to be something easy and quick.
  4. Interactions among teachers and students: It's important to foster teacher-student and student-student conversations about books. Rather than using your DEAR time to read yourself, engage your students in conversations about what they're reading.

Reutzel, Jones and Newman (2010) developed Scaffolded Silent Reading (ScSR) as an approach to silent reading that addresses many of the four conditions. ScSR includes thoughtful classroom library arrangements, color coded levels, a reading genre wheel, and student-teacher conferences. Preliminary research on ScSR suggests that silent reading programs can be improved if the teacher makes several proactive decisions, including structuring, guiding, teaching, interacting with, monitoring, and holding students accountable for time spent reading independently and silently.

If your instructional day includes time for silent reading, it's important that the time be spent as wisely as possible. Following the guidelines presented here is a good first step.

Get Healthy!!

April is: School library month, National Minority Health Month, National Garden Month

Morning Movement: The Wobble

Monthly Fit Focus: Mission Nutrition - Move it Outdoors: Generation M2: Media Youth spend more than 53 hours a week on average watching TV, playing video games, on the computer, texting, and listening to music. How can you cut down screen-time and make plans to move it outside?

Activity Challenge: Practice your spelling words and do a different physical activity as you spell out the words

5 Star Family Challenge: