SUPER Weekly Agenda

April 11-15, 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?


  • Great job again to Ms. Chambers for having an amazing first week with our new student!!
  • Thank you Mrs. Cunningham for saving the day with meds at the Speedway!!
  • Congratulations to Mrs. Fisher, Mrs. Huckaba, and Mrs. Jacobs for being selected and accepting the nomination as Teacher of the Year candidates!! Please submit your vote Monday to select our Teacher of the Year. Voting will take place at the front office.
  • Mrs. Kolbus will go on maternity leave after this next week. Please wish her well with her new baby!
  • Thank you Mrs. Greer and Mrs. Humerickhouse with your consistent expectations of our students in the hallways!!
  • Thank you Mrs. Crandall for your timeliness on task!! Friday we had very short notice on a need from downtown and it was done right away!!
  • Thank you Mrs. Perdue, Mrs. Juengel, Mrs. Moreau, and Ms. Chambers for giving prep time to help with teacher interviews this week!!


  • One week until the next round of ISTEP! Every instructional moment counts!
  • All staff should participate in morning movement. Students enjoy this interaction with staff. If we do not model this expectation our students do not value this. It is frustrating to see that some classes do not participate and others do. The difference is the example that the adult in charge sets. We are an ABL school!! Let's show our students that we value and support morning movement. Also, if anyone has other ideas for morning movement it would be fun to have other staff lead or get involved. Let me know if you have an interest. Even if you are a homeroom teacher we can get you covered to lead for a week.
  • Please see ideas below about silent reading. I still see this in some rooms being used as a time for teachers to be on their computers. Please remember that the only time staff should be on computers or at desks working is during prep or lunch.
  • We have around 4 teachers out each day next week. We really need everyone else to have perfect attendance unless there is an emergency. I have canceled attending a district committee meeting to be in the building. We will definitely need some team work next week with so many out.
  • With so many people out next week, please work to ensure that your duties during the day are covered and we are not surprised by lack of coverage.
  • There is a blacklight Zumba on Saturday the 16th to support Habitat for Humanity. It is from 6-8. If you are interested in attending I am happy to share more detail.
  • Please remember that no students should ever be in the hall left unsupervised. This includes as a consequence, time-out, and to work on assignments. Students must be supervised at all times.
  • Staff please be aware of where you are talking to fellow teachers. We have had situations where students are loud in the hall but staff are also talking. We also have had some very noisy conversations in the front office when trying to take calls and work. Please be aware of your surroundings. This helps us all work efficiently.

Why Action Based Learning??

It is time again to pause and reflect on if your classroom lives up to the name of an action based learning classroom? You may first want to reflect on why we are an ABL school. Please review some of the reasons below. Then please reflect on how often your students experience academics with movement infused to enhance what is being taught. Do you intentionally plan brain breaks to support learning and well being of your students? Is your classroom completely set-up as an ABL room? Do you utilize your ABL resources?


**Below information taken from Jean Blaydes Resource

The Brain Model

Make a model of the brain by putting 2 fists together. This is about the size of your brain. Information travels in the brain front to back, side to side and up and down. Information travels left to right across the Corpus Callosum and front to back across the Motor Cortex. There are 3 basic human motor movements that correspond with how information travels: walking, jumping, and rolling.

Brain Regions

After reviewing the regions of the brain, sing the names while pointing to each region with both hands. Sung to the tune of Ten Little Indians: Frontal, Temporal, Occipital, Parietal (Repeat 3 times) Cerebellum, Brain Stem (Thanks to the kindergarten teachers in Marion County, Florida)

Brain Challenges

1. Hold your nose, reach over or under and grab your nose with the other hand. Switch and switch 2. Point an index finger out on one hand and a thumb up on the other. Switch and switch. 3. As you write your signature on an imaginary table, rotate your foot in a clockwise circle.

Neuron Model

Hold one hand in the air to represent a neuron. When input enters the brain it is assigned to a neuron’s nucleus. That sets off an electrical response that sends the signal down the axon to release chemicals called neurotransmitters. The chemicals jump across a space called the synapse and the chemicals lock into receptors on finger-like extensions called dendrites. The signal continues to make a neural pathway.

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: Rotation of leg exercises

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: