The Eagle’s Eye
King Elementary School Instructional Newsletter
Week of January 18th-22nd
I hope that each of you enjoyed the Dr. Martin Luther King, Jr. Holiday and found a way to "Keep the Dream Alive." As we return and progress through the week your focus should be on thinking of the new ways to reach your students instructionally. Using the data that we have to drive our instructional practices is a key component to increasing student achievement.
We have a tremendous amount of work to continue with our students. In the next few weeks, we will be working extremely hard to make certain we are moving our students into the proficient and advanced levels on the STAR tests. In order to accomplish this task, you will need to focus on profiling and monitoring your students' progress. Your PLC team must review this data frequently and focus on the strategies that you will use to move students to higher levels of critical thinking.
I firmly believe that if we're going to get this right and if we're going to realize our students' enormous potential--our conversations must be about the decisions we have to make now, not about the ones made in our past. We have a distinct window of opportunity to make the instructional choices that will shape our work and students' success for decades to come. Remember the work that we do now can help or harm a students' trajectory for success.
We have some great students with unlocked potential in our building. We have great staff members who CAN develop their skills and provide them with experiences that will help them to create a better path in the world. Each of you must be absolutely DETERMINED and INTENTIONAL in carving out the path for success in your classrooms these next few months. If you have the will to be great and the passion to do whatever it takes to help your students...this will happen. Remember our opening of school PD about the "Law of the Harvest"! Thank you for all that you do for our students on a daily basis. If we commit to work as one with a sense of urgency and shared vision---I am confident that we will become one of the most powerful forces of positive school change in the KCPS!
Dr. Jermaine Wilson
Kudos and Care Corner
- THANKS to all of the teachers that have taken 6th grade students when the need arises---it is appreciated and helps to build relationships with the kids!
- THANKS to Mrs. Cunningham for coordinating our Chiefs visit to the school on January 19th in honor of Dr. Martin Luther King, Jr.
- KUDOS to Ms. Davis for being prepared for her Critical Friends teamwork!
- KUDOS to Mrs. Young for outstanding artwork displayed on the 2nd Floor---if you have not had a chance to see it please walk by!
- KUDOS to Mrs. Rosie and Chef in the cafeteria for consistently thinking of ways to be engaged with our students and eagerly supporting our endeavors!
- KUDOS to LINC Staff for preparing and decorating the building for King Week!
- KUDOS to Ms. Yang for jumping in and supporting our school environment!
- KUDOS to Mrs. Gotschall, Ms. Hill, and Mrs. Madden for decorating their lockers with work commemorating the dream of Dr. King!
Teaching New Concepts: “I Do It, We Do It, You Do It” Method
Teaching our students and children specific concepts can often be difficult and frustrating, especially when the ideas or information is new and unfamiliar to them. One way to help make the teaching of new academic material easier is through this teaching strategy called the “I Do It, We Do it, You Do It” method.
How does this teaching strategy work? It simply means that when a new concept is being introduced to a classroom of students or a child, the initial process of learning is broken down into three steps rather than one. Often we teach a concept and then have students immediately try to work independently on their own. This can be a mistake if you have students that don’t learn new material easily. The “I do it, we do it, you do it “ method helps students achieve greater success up front rather than having to continue to reteach the correct way in the days and weeks ahead.
The first step in the process is “I Do It.” In this initial step, the teacher models the proper way to understand and perform the steps in the new concept being taught. In this stage, students are told to put their pencils and pens down and give full attention to how the new concept is being modeled by the teacher.
This sets the tone for the lesson in many ways. First, it helps eliminate students moving ahead of you because they believe they already know the correct way of doing what you are about to teach them. In reality there may be some students who do know what to do already, but how many times have you had students or a child who was too eager to get started and “thought” they knew how to do something, but they really didn’t. They missed a step in the process because they were not listening? The “I-do-it” stage helps reduce this from occurring. Secondly, it also helps the student(s) who needs more time to understand a concept, processes information slowly, or is prone to be overly anxious to relax. It levels the playing field. No one is moving ahead. All students are just listening and watching the process being modeled to them.
The second step of the learning process is “We Do It”. After you, as a teacher, home educator, or parent models the correct way to understand or perform the new concept being taught, you partner with the students or child and work through some examples together. This allows for a deeper level of learning to develop. First, students are able to engage in the learning process beyond listening. In our society today kids are given information overload. Without a chance to apply what they are learning they check out immediately. Next, the “We Do It” step allows a teacher to guide and encourage students through the process being taught without leaving them to conquer the “beast” of the new material they are learning alone. This helps build confidence for the timid students or children with learning disabilities, autism, etc…
Armed with the “I Do It, We Do It” stages, students are able to move into the “You Do It” phase with a greater level of direction and confidence. This is where they demonstrate their initial level of understanding of the new concept being taught through independent practice. One subject area this strategy works very well in is mathematics. Often math concepts involve a lot of steps and skills that need to be integrated all at the same time. If you miss a crucial step or are weak in a specific skill, it can make learning the new concept extremely difficult.
Here’s an example of how I might use the “I Do It, We Do It, You Do It” method on a 3th grade lesson on long division. First, I would show the students the steps and process involved in working a long division problem: Divide >Multiply >Subtract >Bring Down>Repeat or Remainder. I would also give them a way to remember the steps that is easy to remember. I would describe the process of long division as similar to being in a family: Divide (dad), Multiply (mom), Subtract (sister), Bring Down (brother), Repeat or Remainder (Rover, the dog). Then, I would model this long division process with a few examples.
Next, I would use guided practice to support my students through the process, feeding off of their knowledge of the long division process, until I felt like the majority had an understanding of the new concept. Finally, I would have students work on problems independently and walk around the room monitoring and assessing different levels of understanding. My small groups that day or the next day would be determined by this independent practice in the “You Do It” stage.
The “I Do It, We Do It, You Do It” method is a simple, yet effective way to teach new concepts to students and kids. When practiced consistently it will allow for a greater depth of understanding and confidence with students as they apply the concepts independently in the tasks and activities assigned to them.
Article from http://antoinemccoy.com/teaching-new-concepts
PBS and School Culture
Refresher- What is PBS?
SW-PBS is a proactive approach. The primary goals of SW-PBS are to prevent the development of inappropriate behavior, reduce ongoing patterns of problem behavior, and to increase the likelihood of improved academic performance of all students through teaching and learning time gained when the numbers of inappropriate behaviors are reduced.
As staffs learn how to consistently embed the teaching and monitoring of appropriate social and behavior skills into the school day and curriculum, they also learn to anticipate how to structure school environments so the appropriate skills will be utilized more often. It is important that schools actively communicate with families so they understand and support the SW-PBS process. Families can also benefit from learning how to use similar strategies for teaching and supporting their children’s appropriate social and behavior skills.
SW-PBS first establishes strong Tier 1 prevention through employing school-wide systems of actively teaching and recognizing appropriate social skills and behavior, using consistent systems to discourage inappropriate behavior and educating all staff in how to implement and participate in the process. In addition, staff members are taught how to collect and utilize data for effective decision making related to the overall culture and climate of their school and the effectiveness of their Tier 1 systems and practices.
The top two tiers of the triangle involve establishing a second team of school personnel who have background training and specialized expertise in accurately identifying and building more intensive student support systems. Many schools already have teams in place for this purpose. These may be known as Care Teams, Student Assistance Teams, Teacher Support Teams, or other titles with a similar purpose. The SW-PBS process assists schools in streamlining systems to accurately utilize these teams and to assure a continuous flow of information across the three tiers.
When schools employ effective systems, practices and data-based decision-making consistently and with fidelity, desired outcomes are achievable across all three tiers.
- Outcomes — the academic, social and behavior targets that are endorsed and emphasized by students, families and educators
- Systems — the supports that are needed to enable accurate and durable implementation of the practices of PBS by all staff
- Data — the information that is used to identify the current status, the need for change, and the effects of interventions
- Practices — the evidence-based interventions and strategies that are taught and structure the way staff interact with students
As we plan for more organized supervision of our restrooms---the PBIS team chose three team members to collect your AM and PM restroom times to put on the master schedule: Ms. Poulsen (1st Floor), Mrs. Abram (2nd Floor), and Ms. Jones (3rd Floor). This will be used to assist with teaching of the restroom expectations, reduce congestion at restrooms, and assist with the monitoring of restroom cleanliness. Each block of time should be 10-12 minutes at a maximum. They will collect your times by Friday, January 22nd.
PBS Tip: Make a positive phone call home to students who have shown improved behavior and academic achievement based on progress data!
If you have any questions or need additional support please do not hesitate to contact our PBS team leaders: Mrs. Judy Reese or Ms. Dionne Culp. Our next meeting will be on January 25th after school from 3:30-4:30.
"The same behaviors that reduce classroom disruptions are associated with increased student learning" - Brophy and Good
King Instructional Non-Negotiables
As we discussed in December, due to the high need of instructional foci to help student achievement to increase at King Elementary there are 6 non-negotiables that we will be implementing and monitoring:
1. Lesson Plans
2. “I CAN” Statements
3. Direct Instruction
4. Small Group Instruction
5. Vocabulary Acquisition
6. Student Engagement
- Teachers must use the approved King Elementary School Lesson Plan Template for ELA, Math, and Science (3-6) and submit electronically by Saturday on midnight in a King Elementary Lesson Plan folder on a Dropbox beginning January 9th.
- Post current lesson plans on or by the classroom door.
- Evidence of the lesson plan utilization to inform classroom instruction.
"I CAN" statements
- Based on Missouri Learning Standards/CCSS.
- Written on whiteboard so that students can see and refer to the “I CAN” statement.
- Should be explained to students and revisited at least three or four times during the lesson.
- The “I CAN” statement can be retold by the students.
- The “I CAN” statement should be aligned to Success Criteria (student work, assessments, and projects).
King Instructional Model
- Each lesson should have a do now planned. This is any activity that you have at the very beginning of class that helps you set the tone for that day. Quickly, quietly, students get started right away. It should assess or review something previously learned by students.
- Introduces a lesson through an activating strategy (e.g. KWL, Anticipation Guide, Think Pair Share, Video) and/or vocabulary instruction.
- The teacher restates the importance and relevance of I CAN statements.
- The teacher: (a) Demonstrates the skills correctly for students; (b)Presents a step-by-step sequence for problem-solving or using skills successfully; (c) Teacher talk should be limited to 8-10 minutes before a checking for understanding (CFU) or questioning strategy is utilized.
- The class: (a) Creates and refers to a visual reference (e.g. Anchor Charts, maps, graphic organizer) to support learning in the classroom and (b) students should have evidence to show that they are engaged with the lesson (e.g. math notebook, journals, interactive notebooks, graphic organizers, note structures).
- The teacher addresses student misconceptions and errors.
- Completes work through teacher and student collaboration.
- The teacher includes the use of various Checking for Understanding strategies (e.g. 3-2-1, Thumbs Up, Quickwrites), which are planned and included in the lesson plan.
Small Group Instruction/Independent Practice
- The teacher distributes independent practice through small group stations and homework.
- Students are grouped using a data metric (STAR or NWEA Assessment Data)
- Protocols, Structures, Routines are evident in rotation structures
- There should be at least 3 mandatory ELA or Math Activities: Re-Teaching/Enrichment @ The Teacher Table; Technology (Reading Eggs/Study Island/Imagine Learning); Practice Activities aligned to the “I CAN” statement.
- The teacher closes the lesson through a summary activity (e.g. 3-2-1, Exit Tickets, Circle-Triangle-Square).
- Teacher should be using Assessment Power Words to emphasize during the content of the instructional lesson.
- Students should practice/interact with academic vocabulary in a variety of ways. (e.g. Frayer Models, vocabulary folders, vocabulary journals, Word Walls (authentic), Practice Stations for Vocabulary; and Vocabulary Games)
- A word wall that is interactive and evolving should be maintained and referenced by the teacher in the classroom.
- Students are focused and committed to the lesson.
- Teachers and students are actively participating in the learning.
- Teachers maintain engagement by providing opportunities for students to read, write, and talk about the lesson.
Thoughtful and efficient lesson planning can help you to achieve all of these aspects. We will continue to get feedback on how you can support your team members in achieving success with these 6 areas. These will become additional areas of monitoring during our classroom observations this semester.
Upcoming Dates to Remember
January 19th- Return to School
January 20th- Academic Progress Team Meeting @ 7:15
January 20th- Chat and Chew PD on Assessment Vocabulary
January 22nd Chat and Chew PD on Assessment Vocabulary (if school is cancelled on the 20th)
January 22nd- SPIRIT DAY @ KING (Wear your Blue and Gold)
January 25th- Eagle PBS Team Meeting (3:30-4:30)
January 26th- Critical Friends PLC Work in Team Meetings (K, 1st, 4th, and 6th)
January 27th- Critical Friends PLC Work in Team Meetings (2nd, 3rd, and 5th)
January 20th- Positive Framing for Success PD (3:20-4:35)
January 20th- Faculty Advisory Committee Meeting (3:20-4:35)
January 27th- Instructional Planning for Student Achievement (3:20-4:35)
February 3rd- Faculty Meeting (3:20-4:35)