Spring Observation

Emily Victorius

The Learning Environment [Domain 2]

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1 - Student Work & Feedback

Writing - Descriptive Paragraph

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Personal Narrative

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Book Report - The Night I Followed the Dog

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2 - Homeroom Course and Announcements

3 - PALCS Virtual Parent Night/MAP Testing

4 - Student Tiers/DIBELS

5 - Monitoring of BtSS students

In communication on a weekly basis with Holly and Jessica, monitoring and discussing certain students and ways we can help them succeed.

Communication Log

6 - Storia ebook collections

I have made individualized ebook collections for some of my lower level reading students, who were having difficulty finding a 'just right book' in Storia.

Tuesday, February 17, 2015

10:59 AM:

Mrs. Victorius,

Storia does not seem to have books at Isabella's reading level. What should we do? Should we continue in Raz-Kids?

Please advise.

Lydia, HF for


11:23 AM:

Yes, you can continue to use Raz-Kids. There are a few I see that have been assigned that are on her reading level. I will see if I can find more for her to read and add them to her ebook collection. Thanks!


11:53 AM:

Thanks! FYI, she's a level G now.


12:17 PM:

I just added a Level G collection to Isabella's Storia account. There are 50 books in there right now. I hope she can find something she would like to read. Hope this helps!



Storia

7 - Personalized Learning Paths in Moodle

I continuously look at and adjust student learning paths based on MAP and DIBELS assessments, parent feedback, teacher observations and formative assessments.

Communication Log

8 - IEP meetings

Have attended IEP meetings for three of my second grade students. I contributed to their learning goals by giving teacher feedback. I work closely with Lauren and Sarah to adjust course lessons for these students when needed.

9 - Online Program Usage

Many families have contacted me about Online Resources such as Dreambox and Reflex and the increased difficulty for their student working in these programs. I have adjusted some student's learning paths, so they utilize Compass in place of some of these lessons. Other students have progressed and I have advanced them to the next level in Reflex Math.

Reflex Math multiplication and division students:
Katie Vidnic
LillieMae Sweigert

Monday, February 23, 2015


7:50 AM: He loves Compass!!!!Thx for letting him switch!!

10 - Student Self Reflection - Reading and Writing

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Professional Responsibilities [Domain 4]

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1 - Professional Development

Studying for and taking test for Reading Specialist add-on certification.
April 6, 2015

2 - Parent-Teacher Conferences

3 - Activities

Got Science? Club

Book Buddies - MLK Day of Service

PSSA testing

Primary Book Club - bimonthly

4 - Field Trips

Linvilla Orchards

Colonial Plantation

BOY DIBELS testing at centers - Third Antioch

5 - New Tools

Smore

Moodle Quizzes - I taught myself how to use and create Quizzes in Moodle using online tutorials. I use this type of lesson frequently when differentiating Math/Reading.

Kahoot - Telling Time

Tool I want to try:
Canva - Lesson design/Announcements

7 - Professional Relationships

Collaboration with 2nd Grade Team - Math Explorations and Reader's Workshop differentiated lessons.

Virtual Lesson Schedule & Weekly Chat Point spreadsheets

8 - School and District Regulations

Following of guidelines in Faculty Handbook

9 - Student Learning Objectives

10 - Self-reflection & Teaching Practices

Formal and Informal Observations:
Using feedback from virtual lesson observations, I have tried to incorporate an 'exit ticket' type question at the end of my VLs, to assess student understanding. Focusing on one topic, I think, has cut-down on too many transitions. I have also tried to create a more student centered environment by having students share work that they have been working on, such as their writing or Social Studies/Science projects. If time permits, we also have share time at the end of lessons, which they students really enjoy. They get to speak and show something of importance to them, which helps with student social interactions. Leaving time for questions has also helped with making sure students are clear on objectives and content/skills of lesson.