Title I Tidbits

December 14, 2015

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Welcome to Title I Tidbits: A bi-monthly newsletter for all things Title I

Happy Holidays!

As we look towards the end of 2015, I think about the journey we have been on together and how far we have come as a district in this last year. We have a new literacy adoption, 90 minute literacy block with interventions outside that CORE instruction time, increased progress monitoring of students by classroom teachers, shift in Tier II models to increase collaboration and conversation around student growth; truly we have made great strides towards making a greater difference in the lives of our kids. All of this hard work takes a toll on our teachers on the front lines for kids. Please take time to rejuvenate and relax this winter break. Enjoy family, friends, get into the great outdoors, and read a book that has NOTHING to do with work. The work will be there for us when we get back. As a wise women once told me, there are no real RTI emergencies. Enjoy your break and see you all in January! ~ Jenni


January is but a few days away, and we are already looking towards meeting our first SMART goals for our TILT meeting.

As a reminder, the second grade focus SMART goal is to move 84% of students to proficiency in NWF by January. While our fifth grade focus is to have 90% of students make ambitious growth in ORF, and 75% of students will score a 3 on retell, using 30+ words.

It has been a quick turnaround from setting these goals to meeting them, with Thanksgiving break, and the excitement of the holiday season, it can be hard to maximize the critical learning time.

Here are some other ideas to support students making these goals.

Second Grade Focus NWF: Use the model from ECRI Enhancements used at the Kindergarten level district wide - it's very similar to our Title I direct instruction programs. Using cards, letter tiles or a mixed list of CVC words or pseudo words, follow the script for ECRI. You’re going to practice reading words. When I point to a word, say the word in your head. When I slide my finger, read the word out loud. I’ll show you how to read the first two words. Follow this script starting with My Turn, then Your Turn, and then with individual turns.

Fifth Grade Focus Retell: The power of student graphing. Take a page out of Read Naturally and have your students graph their growth in retell words said per minute. We know students, especially older students, are engaged when they feel in control and respected as being responsible. Having students graph their use of words in retell is one way of giving them ownership of their data and their learning.

If you have the technology and time, you can extend this concept by having them record their retell, then listen back to it and score it themselves using the rubric you use. You can later look back to see if you are calibrated and discuss why you were in agreement or disagreement. This should not be a standard practice weekly, but for those students who are not making the growth you expect in retell, it could be helpful.

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Lately I have noticed several buildings engaging in Growth Mindset work, following the research of Dr. Carol Dweck, professor of Psychology at Stanford.

Carol Dwek's research focuses on the mindset that people develop about their own growth and the growth of others. She describes mindsets as being fixed (you have a certain amount of skill, IQ, capacity) or growth (you grow and develop overtime through hard work.) She identifies hidden messages that are sent to students behind common well-intentioned phrases.

Hidden Messages of Fixed Mindset

From her website:

In fact, every word and action sends a message. It tells children – or students or athletes – how to think about themselves...

Messages about Success:

“You learned that so quickly! You’re so smart!”
“Look at that drawing. Martha, is he the next Picasso or what?”
“You’re so brilliant, you got an A without even studying!”

If you’re like most parents [teachers], you hear these as supportive, esteem-boosting messages. But listen more closely. See if you can hear another message. It’s the ones that children hear:

“If I don’t learn something quickly, I’m not smart.”
“I shouldn’t try drawing anything hard or they’ll see I’m no Picasso.”
“I’d better quit studying or they won’t think I’m brilliant.”

How can we help students develop a growth mindset?

From her 2005 Education World interview:

"Teachers should focus on students' efforts and not on their abilities. When students succeed, teachers should praise their efforts or their strategies, not their intelligence... Too many students think effort is only for the inept. Yet sustained effort over time is the key to outstanding achievement."

Here are some ideas for feedback that supports a growth mindset:

I see that you have been trying so hard at …

You are becoming more confident at ….

Good job taking on such a hard task …

You must have tried really hard at this...

I see that you are trying again, great thinking...

You remembered to use the procedure for ….

It must feel good to follow those steps you have taken...

I noticed you are thinking through the steps we discussed...

You were confident with the task and I know you will be with the next step...

I am watching the way you’re approaching this and I think your effort is outstanding...

More thoughts on Growth Mindset? Got a specific topic you want to explore? Connect with me and we can incorporate this into the next Tidbits.



- See more at: http://www.educationworld.com/a_issues/chat/chat010.shtml#sthash.O2wwjqux.dpuf

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News From The Front!

This edition's News From the Front is coming to us from Debi Noble at Hall Elementary.

Noticing that they were wanting more information on student strengths and weaknesses with phonics and decoding, Hall did a blanket diagnostic phonics screener of all students in the red and yellow zones, with green to follow.

The title I team, building, and district staff supported giving this assessment, which provided Hall with important information about the phonics needs of students. This information has been used to focus professional development and supplemental purchasing of materials to support student learning in areas of need.

Fantastic job Hall team in recognizing a need, and using assessment to support and supplement student learning!

And That's The Way It Is At Hall Elementary!

Heads Up: Time to Schedule Your Benchmark/Tier Meetings

Just so we are all on the same page, a reminder went out to the principals to let me know when your next tier meeting is scheduled. I will be entering these onto my calendar so I can support you as the dates are shared with me.

TILT Meeting: Tentative Location - Hogan Cedars Elementary

Thursday, Jan. 7th 2016 at 1:30-3:30pm

1770 Southeast Fleming Avenue

Gresham, OR

DRAFT Agenda:
  • TILT Meeting 2nd and 5th
  • True Colors
  • Job Alike, Title I room walk though

Dr Jennifer Stackhouse - RTI Coordinator

The best way to reach me is via e-mail or cell 971-263-6636