The Latest Scoop

Week of May 16, 2016

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The Week Ahead


High Ability Screener Make-Ups

PTA Meeting at 6:30 p.m.

3rd Grade to Fair Oaks Farm


Laura, Kristin J., Beth, and Brianne at a PBIS training


Collaboration at 8:00 a.m. in the lounge-RtI Information in Skyward

Choir at Police Station for a ceremony performance at 9:00 a.m.

High Ability Top 25% Testing: 2nd grade 9:30-11:00 a.m. and 5th grade 1:00-2:30 p.m.


Final PBIS Tier II Meeting of the school year in Laura's room at 7:45 a.m.

High Ability Top 25% Testing: K-9:00-10:30 a.m. and 4th 1:20-3:00 p.m.


Central Technology Committee Meeting at 7:45 a.m. in the lounge

High Ability Top 25% Testing

High Ability Testing

Thanks to Alisa for making our screener testing go so smoothly! This week the students who scored in the top 25% in each grade level will take a final round of CogAT tests. I will be going over data for the district with Mrs. Hawkins on Monday and Tuesday and will share names of our students who qualify for the additional testing with you by Wednesday. Alisa will be completing this testing by grade level in the library according to the schedule Jill shared with you last week (and as noted above). Please make sure to complete the make-up information in the spreadsheet so we can be sure all students who qualify are tested.

High Ability Training

Thanks to Jasmin, Laura, Jennifer, Dan, Stephanie, and Nina for representing our grade levels with regard to high ability learners. These will be our go to people as we strive to meet the needs of our high ability learners. I know that each of you already work hard to challenge all our kids and to push them all toward high levels of growth. Now our district is going to help us with some professional development and resources to assist in this endeavor, specifically aimed at our high ability learners, but applicable to all learners. Thanks again to those of you who will be leading us in this charge!

RtI Coordinator

Jill is now officially our RtI Coordinator. As many of you know, Jill has helped us with data entry, parent letters, and intervention information throughout the school year. She has also represented us in district-wide RtI meetings. Now she will officially serve as our RtI coordinator. Thanks, Jill, for taking on this role!


We will have an unannounced tornado and code red drill this week! Please review procedures. Thanks!

Final Evaluation Conferences

It was fun to get to meet with each of you for our end of the year evaluation conferences! Remember that I am here to help you reach your goals. If you came away from our meeting with questions or ideas about how I can help you, please let me know. I am fortunate to work with such an amazing group of educators.

Thought for the Week:

Apply Transformation to Complex Concepts

Technical courses require a different set of reading skills. A huge component of the reading that students do in science, social studies, math, and other technical courses involves being able to read about a concept in both print and visual text. When textual information is also depicted visually, it is referred to as transformation. (The same information has been “transformed” from words to pictures.)

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Recognize the Purpose of Transformation

Authors of informational text recognize that their content is very complex. They can explain it thoroughly in sentences. But they also know that the same information can be communicated more efficiently, and often more clearly, through visuals. Thus authors intentionally incorporate flowcharts, timelines, illustrated series, charts, maps, and other infographics alongside the corresponding print text. They are wanting to aid and increase reader comprehension.

Introduce Transformation to Students

Students expect to read and acquire information through sentences.

We can’t assume that students understand the purpose behind transformation. We can’t even assume that they’re noticing these charts or maps at all.

To help students understand the connection between the ideas in the print text and those transformed into an infographic, plan to model the process. Show them how you navigate specific course texts. Think aloud as you encounter a reference to a figure or diagram. Show students how you read the sentences and paragraphs and then jump to the visual as it is mentioned in the text. (See example from science textbook.)

Beyond simply looking at the infographics, students need to assess what additional information they learned from the visual. Ask What did we learn from the visual that wasn’t understood initially in the print text? Call attention to how the visual and print work together to deepen reader understanding. Authors do this intentionally and expect readers to attend to both.

Create transformational texts

As students improve in reading for transformation, have them practice creating it, too. Consider providing the visual for students. But, rather than just have them label steps in the process, have them write informational text to accompany the graphic. Have students write the sentences/paragraphs that may be published alongside such a visual. They become the informational text author.

You could flip the process by providing the text. Ask students to transform the information into a visual depiction.

This concept of transformation is applicable to science, social studies, math, and any other technical course. It isn’t exclusively for processes and systems or for showing change. You could provide students passages or visuals that show compare-contrast or cause-effect or that show smaller parts of a bigger idea. Information within a variety of text structures could be explained or visually transformed.

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Thanks for letting me hang around you. You are making a difference!