San Miguel Bulletin

October 12th-16th

Oral Language Strategies-Checking for Understanding

3 Guidelines:

  • Stay on Topic
  • Use information that is accurate and appropriate for the topic
  • Think deeply about what you partner has to say


With that... we must:

1. Press for clarification and explanation- "Could you describe what your mean?"

2. Ask for justifications- "Where did you find that information?

3. Demand Evidence for claims and arguments:- "Can you give me an example?

4. Interpret statements..."David suggested..."


Taken from: Checking for Understanding: Taking Formative Assessments in Your Classroom, Fisher, Frey, 2007, page 22-23

Weekly Schedule

Upcoming Events


INSPECT TESTING BEGINS!


10/12- Monday

K-2 Writing Post Tests-
8:20 Observation

8:30 Stowe's Class goes to Art Core at SDMA, Returning at 12:30 for lunch

9:30 Observation

10:00 Observation

1:00 Annual Benefit Fair

2:00 Parent/Student meeting

2:30 SSC



10/13 Tuesday SM IEP DAY- 2 subs needed

7:35 PAC

Ballet- San Diego Civic Youth Ballet, Cafeteria

Smith 8:45- 9:30

Honig 9:35- 10:20

Warriner 10:25-11:10

7:30 IEP Amendment

8:00 IEP

10:00 IEP

11:00 IEP

12:30 IEP

2:00 IEP

2:20 GOTR

3:30 Post Observation Conference

6:00 LGSD Board Meeting


10/14 Wednesday

7:30 Parent Meeting

Collaboration Rotation A in Room 20- Agenda and Schedule Below

2:30 Staff Meeting

SDMA 2 Hours- Lyric Writing Workshop until 4:30 pm with CoTA

You will be paid for the extra .75/hour, optional attendance from 3:45- 4:30 pm


10/15 Thursday

CoTA - 1 SUB Needed

8:00-11:30 Superintendent Task Force

10:15 Great American Shakeout- Earthquake Drill

-Instructions below

12:55- Observation

2:30 GOTR

2:20 Post Observation Conference

3:30 Instructional Leadership Meeting

5:30 SES Fair- Parents have been notified -3rd-6th Graders based on Lexile Numbers



10/16 Friday

7:30 SPED Meeting

8:15 CoTA Parent Art Class

8:30 Observation

11:35 Art TOSA Meeting

2:20 Post Observation Conference

Happy Birthday!

Weekly Shout Outs

  • San Miguel Staff Members for participating in the Lyric Writing professional development on Wednesday... singing "Let it Go"
  • Edna and Summer for holding down the fort with student supports while I was out Thursday and Friday!
  • Office Staff for keeping calm and courageous during last weeks' office events!
  • SPED Staff for getting their assessments complete and drafts of IEPs completed before the deadlines.

Behavior Focus

Restorative Topics

  • Fill My Bucket Fridays

    After reading the book, Fill My Bucket, to your class. Take time at least once a week to let the students practice saying things in the circle that fill their buckets. (Appreciations and affirmations)



    • Mix it Up!

    Students often sit by the same kids everyday in circle. This is a fun way to mix it up a bit. Say something like, “if you have a dog, stand up.” Everyone with a dog at home will stand up. These kids are then asked to switch seats. Continue with other comments like “if you have a sister, stand up” etc...


    • Participation Treats

    If you are struggling to get students to share or participate in your circle, have a bowl of little candies or fruit. This bowl acts as a talking piece for the day. As it goes around, anyone who participates in the activity may take a candy. Or an alternative activity is to send the bowl around first, and each student that wants to participate today takes a candy. They may eat the candy once they’ve participated in the circle.



    • Emotion Cards

    This activity helps students learn how to check into circle. It can also be used at any time during the year to help build their vocabulary. Have a bunch of pictures with people displaying different emotions. There should be enough pictures for each student to have one. Spread them out in the circle and have the students pick a picture. Explain that today in circle, they are going to ‘Check in’ for a person in the picture. This activity works best if the students have a paper with many different emotion words to help build their vocabulary. (purchase emotion cards here)


    • I Can Listen

    This is a great strategy to teach students why it is important to listen to each other. Have the students partner up. One partner leaves and goes into the hall. An adult or EA tells these students that their job is to tell their partner about their best friend (or any other topic/story). The adult or teacher in the classroom tells these students that they need to act bored and tired while their partner is speaking to them. Allow students to role play and then have a classroom discussion about how it felt to be ignored.Now have the students switch roles. Have the partner that stayed in the room leave into the hall. Give these students a topic to talk about such as “My best day ever...” . Have an adult in the room explain to the kids that their job is to interrupt their partners stories over and over again. Allow students to role play and then have a classroom discussion about how it felt to be interrupted.


    • String Game
    Bring a ball of yarn. Start off by giving someone a compliment, and rolling the ball of yarn to them. The new person with the yarn gives another compliment and sends the ball of yarn to the next person. In the end, talk about how connected everyone is in a community and how each persons roles/skills/characteristics etc... are unique, but crucial to the community.


    • Remember When

    Tell the class to think of a time when you ___ (ie. Think of a time when you felt like you didn’t belong or were left out. Think of a time when you were devalued. Think of a time when you felt proud of something you accomplished. Think of a time when your friend was being picked on) - Have the students go around and tell what happened and how they felt in those moments)


    • Characteristic Cards

    Have positive characteristic words written on cue cards (ie. confident, caring, safe, thoughtful, etc...). It’s good to have 30-40 cards. Spread these cards in the center of the circle and tell the students to pick a card that they think represents themselves. Have the kids go around the circle, one at a time, and pick up the card that represents them and explain why. They then put the card back. Example of Cue Cards -https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4BPK7U3koeSYmYxY2UyNWEtYzkzMC00ZTU5LWFmMjYtNTBkYmZkZjY2ZDdl&hl=en_US



    • Alternative Characteristic Card Activity

    Using the same characteristic cards, spread them out in the middle of the circle and tell the students that they should pick one that represents someone they know, or admire, or someone in the circle, or school.



    • Alternative Characteristic Card Activity #2

    Created characteristic skill cards with words that are often seen as ‘weaknesses’. (ie. Messy, disorganized, procrastinator, mean, bully, poor listener, discouraged easily, quitter, poor loser, etc...) Have students pick a card of a characteristic that they have that they would like to work on. This activity needs a lot of trust and maturity from the kids to develop mature answers that everyone will respect.


    Restorative Ideas

    http://restorativeclassroomcircles.wikispaces.com/Activities+to+Create+Community


    Restorative Circle Information and Quick Reference

    http://www.healthiersf.org/RestorativePractices/Resources/documents/RP%20Curriculum%20and%20Scripts%20and%20PowePoints/Classroom%20Curriculum/Teaching%20Restorative%20Practices%20in%20the%20Classroom%207%20lesson%20Curriculum.pdf

CAASPP Data and Instruction


1. Reports, List Reports, Clear, then highlight "Prebuilt" in the first column and "SBA" in the second column and hit search.

2. Select the report Smarter Balanced Assessment Performance Summary.

3. Under Enrollment roster date, select 14-15

4. Additional Filters: select ELA or Math, then the test.

5. Group student by Teacher

6. Click view in browser. When the colored report comes up, click on Show All above the report and then you can scroll through each teacher.

Collaboration

Schedule: Rotation A See times on link

https://docs.google.com/spreadsheets/d/1mENqnoyOU3o4mGFfkPLAnOExN_3I_EfoYfymyo045io/edit#gid=0


Agenda:

1. Academic Conversations Discussions- Skills 3,4,5 from Chapter 3

What are the most unnatural or challenging conversation skills for students and why?

What activity or skill did you try? After using some of the activity or skills, what do you need to modify for success?

2. Next Reading Assignment: Pages 73-78

How do we train students in different types of academic conversations?

3.Other: Heidi will confim notes (left at school)

COTA Schedule

September 21 – December 11

Tuesdays:

10/13, 10/20, 10/27, 11/3, 11/10, 11/17, 11/24 (holiday), 12/1, 12/8

10:45-11:45 Bollens 4th grade class with Christina Thurston at San Miguel

12:45-1:45 Bradley 5th grade class with Christina Thurston at San Miguel


Wednesdays:

10/14, 10/21, 10/28, 11/4, 11/11 (holiday), 11/18, 11/25 (holiday), 12/2, 12/9

9:30-10:30 Stowe 6th grade class with Albert Songalia at San Miguel


Thursdays:

10/15, 10/22, 10/29, 11/5, 11/12, 11/19, 11/26 (holiday), 12/3, 12/10 11:10-11:55 Stowe meeting with Albert Songalia at San Miguel

12:30-1:00 Diaz meeting with April McBride at San Miguel

1:05-1:30 Bruner meeting with April McBride at San Miguel

1:35-2;00 Vazquez meeting with April McBride at San Miguel

1:00-2:00 Adams 5th grade class with Leo Francisco at San Miguel


Fridays:

10/16, 10/23, 10/30, 11/6, 11/13, 11/20, 11/27 (holiday), 12/4, 12/11

11:00-11:40 Adams meeting with Leo Francisco at San Miguel

11:45-12:25 Bradley meeting with Christina Thurston at San Miguel

12:30-1:15 Bollens meeting with Christina Thurston at San Miguel

(no meeting 10/9 or 11/20)

9:30-10:30 Bruner 6th grade class with April McBride at San Miguel

10:45-11:45 Vazquez 4th grade class with April McBride at San Miguel

12:30-1:30 Diaz 4th grade class with April McBride at San Miguel


*Tuesday 9/29 and 10/6:

2:20 Bollens make-up meetings with Christina Thurston after school

*Tuesday 12/8

10:45 Bollens make-up class (for 11/17) with Christina Thurston

Girls on the Run

Tuesday Thursday

Adams Reisch

Warriner Smith

Hauser Locke

Kuehn Sowvlen

Diaz Murillo

Assessments and Pacing Guide

October

INSPECT Orange Assessment Week

All tests are available in Illuminate for Printing and Analysis for student prep.

Lucy Caulkins Assessment Week K-2


Inspect math tests for grades 3-8, these are ONLINE tests. Printed copies of the test may not be used unless that modification is part of an IEP or 504 plan. Scratch paper is allowed.

If teachers would like to have a paper test to share with parents they have the ability to create an item bank test from Illuminate which would be similar to the online test, or they can administer chapter tests from Go Math.



Our first INSPECT District benchmark assessments in ELA and math (LGSD Orange) are scheduled to be administered the week of October 12 – 16.

  • Grades K and 1 should print out and administer a paper/pencil version of each test. These tests will need to be scored and entered into Illuminate either by hand, or by printing and scanning an answer (bubble) sheet.
  • Grade 2 has the option of administering the tests online or by paper/pencil. This will be a site decision.
  • Grades 3 – 8 should administer the online version of the tests.
  • Read 180, System 44, and Math 180 students who will be taking the Smarter Balanced tests in the spring are required to take the INSPECT tests.

Please see email (resent by Heidi again on 10/10 at 8:41 am) from Sally:


  • Please review the directions for how to set up the online version of the tests, including how to score rubric questions.
  • You will also find information on running reports, an assessment calendar, and directions for students.
  • Please review these documents well in advance of administration and let me know if you have any questions.
  • You will need these documents throughout the year, so please save them to your drive.





If teachers would like to have a paper test to share with parents they have the ability to create an itembank test from Illuminate which would be similar to the online test, or they can administer chapter tests from Go Math.

Weekly Music

Music Listening WEEK 7 is on the V driven on 1SM Music Listening, in the YEAR TWO folder. You should be on WEEK 7.


Daily Music Listening should be listed clearly in your weekly lesson plans, which should be out and readily accessible for viewing at any time.

2nd Step

1 Second Step lesson should be taught weekly.


If you have any questions or needs, or request a sample lesson models, please email Edna.


2nd Step should be listed clearly in your weekly lesson plans, which should be out and readily accessible for viewing at any time.