Winfield Weekly

February 2, 2016

Sharing your voice...

The IDOE is currently seeking comments and feedback on the current drafts of the updated K-12 science standards. To find the drafts, please visit http://tinyurl.com/draftsciencestandard.

To add feedback, please use the link http://tinyurl.com/draftscience2016.

Week-at-a-Glance

Monday, February 1

School Improvement Team @ 8:05 am


Tuesday, February 2

Jillian OOB @ 9:15-12:00 pm

Reading Leadership Team @ 8:05 am

Band Concert @ 1:15 pm


Wednesday, February 3

Weekly PD @ 8:05 am (Location TBD)

Jump Rope Kickoff KDG @ 1:15 pm

Jump Rope Kickoff 1st @ 1:45 pm

Jump Rope Kickoff 2nd @ 2:15 pm


Thursday, February 4

Grade Level Meetings @ 8:05 am (Remember to send notes to me!)


Friday, February 5

Denim and Spirit Wear

Wellness Committee Meeting @ 8:20 am

Dental Presentation KDG @ 1:00 pm

Dental Presentation 1st @ 1:30 pm

Dental Presentation 2nd @ 2 pm

WINTERFEST 5-9 PM


*Upcoming Dates

Feb 15- No School

Feb 23- Kindergarten Registration

Notes and Other News...

  • We are currently out of multiple colors of colored ink. It is necessary to reevaluate how much color printing we are doing at this time.
  • Attendance needs to be completed each morning. Please aim to do this before 9:30 am.

Teacher To-Do's


  1. Continue recording Parent Contacts on Google Form. Many have not been updated since early this fall.
  2. Submit your weekly newsletter via email (preferred).
  3. Learning Goals and Tracking Student Progress are embedded in your daily work. New teachers: speak with your mentors about this.

Pint-Sized PD

*This HS example is absolutely applicable to primary grades as well!


Effective Use of Exit Tickets


In this Edutopia article, educators at Hampton High School in Pennsylvania describe how they use exit tickets to assess student understanding at the end of lessons and follow up with differentiated help. “A good exit ticket can tell whether students have a superficial or in-depth understanding of the material,” they write. “Teachers can then use this data for adapting instruction to meet students’ needs the very next day… Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom… Perhaps one group will get more direct instruction around the basic concept, while another group will work independently. Perhaps only one or two students need some additional help, and you’ll plan accordingly. The key to differentiation is that you have high expectations for all students and a clear objective. If you know what you want students to master, differentiation allows you to use different strategies to help all students get there.”


In terms of length, 3-5 short questions make a good exit ticket, say the authors. They recommend multiple-choice or short-answer questions linked to the lesson objective and focused on key skills or concepts that students should have grasped. Students should be able to complete the exit ticket in a few minutes at the end of a class period. Exit tickets can be pencil-and-paper, but technology makes collection and analysis quicker and easier – Poll Everywhere, Google Forms, clickers, and other apps.


The authors advise against questions that are too general (Do you understand?) and questions that can be answered Yes or No. They provide these examples of effective questions:


- Name one important thing you learned in class today.

- What did you think was accomplished by the small-group activity we did today?

- Write one question about today’s content – something that has left you puzzled.

- Today’s lesson had three objectives. Which of the three do you think was most successfully reached? Explain. Which was not attained? Why do you think it wasn’t?

- Read this problem and tell me what your first step would be in solving it.

- One of the goals of this class is to have all participants contribute to the seminar. How well do you think this was achieved today?

- Do you have any suggestions for how today’s class could have been improved?

- I used the blackboard extensively today. Was its organization and content helpful to you in learning? Why or why not?

- Which of the readings you did for class today was most helpful in preparing you for the lesson? Why?

- We did a concept map activity in class today. Was this a useful learning activity for you? Why or why not?


“Exit Tickets: Checking for Understanding” by teachers at Hampton High School, Allison Park, Pennsylvania in Edutopia, June 23, 2015, http://edut.to/23FtBj3