Chieftain Weekly
March 6, 2020
Upcoming Events and Important Dates
3/9 -
3/10 - Chieftains for Change
3/11-
- LPDC 7:30
- RACES PD
- 3:05 SPED accommodations meeting
- Bd. Meeting 6:30
3/12 - LMC 3:05
3/13 -
- End 3rd Quarter
- Tribe Time 8:15-9:15
3/16-Wellness
3/17 -
- Grade Cards Printed
- Co-Teaching 3:05
3/18 -
3/19 -
3/20 - Grade Cards go home
3/21 - Bakery Bingo
3/23 -
3/24 -
3/25 - LPDC 7:30
3/26 -
3/27 -
3/30 -
- K-3 Reading MAPs Window Opens
- Lighthouse 3:05
4/1 -
- ELA testing
- 3:05 DLT
4/2 - ELA testing
4/3 - ELA Makeups, Reading MAPs due
4/6 - 3:05 PBIS
4/7
4/8
- 7:30 LPDC
- 6:30 Bd meeting
4/9 - Spring Break Starts - Possible Makeup Day
4/10- Spring Break
4/13 - Spring Break
4/14 -
4/15 -
4/16 -
4/17 -
4/20 - Completed SLO Scoring Template due
4/21 - 3:05 Co-Teaching meeting
4/22
- 7:30 LPDC
- Math testing
- 5th-grade boy/girl talk
4/23 - Math testing
4/24 - Math makeup tests
4/27 - Lighthouse Team
4/28 - 5th grade Science testing
4/29 - 5th grade Science testing
4/30 - 5th grade Science makeups
5/15 - SLO pretest due for the 20/21 school year - Highlight any changes.
My Schedule
3/9
- 8:30 - meeting in the district
- 12:25 IAT
- 12:55 observation
- 3:05 IEP
- 6:15 PTO
3/10
- 8:15-9:15 Vaping Me Crazy (5th and 6th)
- 2:30 IEP/ETR Plan
- 3:05 IAT
- evening - Chieftains for Change
3/11
RACES day
- 3:00 SPED accommodations/testing meeting
- 6:30 Board Meeting
3/12
- 8:45 ETR
- 11:25 IAT
- 12:25 504
- 3:05 LMC
3/13
- 8:20-9:20 Tribe Time
- 10:25 ETR Plan
- 11:00 Meeting in district
My cell number 419-618-3930
Latest Breaking News
Reminder
March 11 RACES
8:10-8:50 (1-3 lesson) - Lisa and Angie Teach
Jen A - Alica Coleman
Mary L - Liz
Stephanie W - Cathy B
Sarah S - no sub
Kacie E - no sub
Michelle B - Kari Clagg
Jen P - Marianna J
Margaret S. - Kathy S
Angie B - Jamie C
9:00-9:45 Kindergarten Lesson - Michele Sayre Teach
Kelly S - Jamie C
Michele S - Teach
Deb S - Cathy B
Liz - Kathy S
Heather H - Mariana J
9:50-10:35 (4-6 Lesson) Anne and Megen teach
Tony - Jamie C
Deb W - Cathy B
Megen - no sub
Adam - Kathy S
Ashley - no sub
Gina - no sub
Mary Ellen - Joanne
Brad - Mariana J
Anne - no sub
10:35-11:25 - Subs to office to help get materials ready for K Screen
10:30-10:55 - Kristi break
11:25-12:15 subs to help on playground, office, lunchroom as needed
12:20-12:50 - subs lunch
10:55-11:25 - 3rd grade debrief with Kristie
11:25-11:55- Kristie Lunch
11:55-12:25 - Krisite debrief with Kendra and Joanne
12:25-12:55 - Debrief with Kdg. no subs needed
12:55-1:25 1st and 2nd Debrief with Kristie
1st grade - no subs TBT time
Michelle B - Jamie C
Jen P- Mariana J
Margaret S - Kathy S
Kacie E - Cathy B
1:25-2:20 - subs help with office assignments from earlier
2:20-2:50 4-6 Debrief with Kristie
Tony - no sub TBT time
Deb - no sub TBT time
Ashley - no sub TBT time
Megen - Jamie C
Adam - Kathy S
Brad - Mariana J
Gina Cathy B
Anne - no sub
"I" in Kind Pictures
Student Lighthouse Team Survey
History of the English Language
Literacy Training Follow Ups
Heggerty Videos
Origin of the word Was
- If you were in the training, towards the end, Margaret asked about the origin of the word was. Andrea didn't know off the top of her head but promised to find it. Here it is
Old English wesan, wæs, wæron 1st and 3rd person singular of wesan "to remain," from Proto-Germanic *wesanan.
Probably derived from the spelling wæs. The sound of /Å/ for the a is probably because it is taking a schwa sound or because the w makes the following a take a different sound.
It is also similar in...
Old English hwæt, referring to things in abstraction; also "why, wherefore; indeed, surely, truly," from Proto-Germanic pronoun *hwat .
That is the best suggestion I can determine at this point. It isn't the best, sorry!
Heggerty Handmotions Poster
iReady Question and Answer (Math)
Question:
We are peeking in at iReady. My math teachers are wondering if they were teaching geometry for example, can the teacher assign lessons/practice in the geometry area does the practice level to the student’s ability?
Answer:
So, when the student takes the diagnostic, iReady assigns 20 lessons in the students' path which addresses the domains they are furthest behind in at that time. This is the personalized piece--which would be at the student's individual level. The teacher then can assign separate lessons in the teacher path--in the interface, you choose the domain and see lessons from K-8. You choose the lesson you want to assign and then you choose who by indicating class, report group or individual student.
Student Engagement - taken from UDL Now!
Provide Multiple Means of Engagement to get purposeful, motivated, learners.
Level 1 -Provide options for self-regulation
- Promote expectations and beliefs that optimize motivation - let the students know what's expected, you believe in them, and tips for staying focused.
- Facilitate personal coping skills and strategies 7 Habits, give them breaks, positive reinforcement
- Develop self-assessment and reflection for both learning and behavior - can be checklists
Level 2 - Provide options for sustaining effort and persistence
- Heighten salience of goals and objectives- ask students to restate lesson goal. Teacher refers to it often within the lesson
- Vary demands and resources to optimize challenge - provide varying levels of challenge, allow students to choose the assignment to eliminate boredom and frustration.
- Foster collaboration and communication (Habit 6) - allow students to work together.
- Increase mastery-oriented feedback - give feedback often throughout the lesson using various methods like self-reflection, peer review, and teacher feedback. Don't wait to give feedback until the final assignment.
Level 3 - Provide multiple means of engagement
- Provide options for recruiting interest
- Optimize individual choice and autonomy - Allow students to make choices so they are more likely to be engaged in the curriculum.
- Optimize relevance, value, and authenticity - Tell the students at the beginning of the lesson why it's relevant to them. Make the connection explicit.
- Minimize threats and distractions - Create a classroom environment where students feel safe and can express knowledge in ways that are best and most engaging to them.
Lexia Core 5 and Power Up
Lexia Core 5 Self-guided Tour
2nd Round OTES observation and Off Year Observations
New Leader in Me website
To set up your account:
1. Go to https://www.leaderinme.com/users/sign-up?code=HE220
2. Enter this Registration code in the box provided: HE220
3. Fill out the form and click Sign Up
4. You will be granted access to the Leader in Me Online
Registration code not working?
Find your school in the drop down list, fill out the form, and request access. A School Administrator at your school will be sent a notification where they can grant you access to the Leader in Me online.
If you are having difficulty with this process feel free to reach out to support@leaderinme.com for assistance.
Lesson Plan Observations
Lighthouse Team Updates
Student Lighthouse Team -
- Planning an Easter Egg Hunt fundraiser for April
- Kindness Week - the week of 2/17 possible dress up week
- Field Day - The Student Lighthouse Team will help with the planning. The staff will receive a survey
Leadership Team Update -
- Working on how to get summer camps/activity info home to parents. They are considering sending a packet home with the youngest person in the family
- Discussing Leader in Me boosters for staff meetings
- LiveSchool cart - 6th-grade students have expressed not being happy with the 100 points choices. Leadership team will be looking for additional options
- Next year - family learning info to be sent home (beginning discussion)
Academic Team -
- Team members have been researching a replacement for MAP, and Lexia
- Joanne and Kendra have been working on entering background information into the Reading Improvement Plan
Culture Team -
- Decided to stick with Disney Theme for next year
- List of upcoming events, days off, how to access other resources to send home monthly
- Leadership events - discussed what events we already have that can be student-led
- Social-Emotional Survey is being created to address the "feeling part of the school" from the MRA.
Bakery Bingo 3/21
Spring Testing Dates
- 4/1 (not an April Fool's joke) and 4/2 - ELA AIR (4/3 makeups)
- 4/20 SLO template and scoring template are due
- 4/22-4/23 Math AIR (4/24 math makeups)
- 4/28-4/29 - Science AIR (4/30 science makeups)
Leader in Me Weekly
A recent edition of Leader in Me Weekly discussed how to finish the year strong. This week is a time change, full moon, and Friday the 13th. This segment may inspire us to get through the week.
This week's Leader in Me Weekly also discusses connecting our student-specific data with our building goal data. Click here for the video.
As we move into the 2nd semester, this video helps refocus our TBT work. The Lag Measures are our State Testing scores and student data. The Lead Measures are predictable work that drives our Lag results. What Lead Measures will you focus on to help drive our Lag results at the end of the year?
Leadership Action Team - click here for a resource on how to address cliques and students excluding others. Leader in Me had a section on their homepage for addressing issues. This would align nicely with LiveSchool data and where we need to focus efforts. They had a video addressing not keeping hands to self, running in the halls, etc.
Culture Action Team - click here for resources for your sub-teams.
Leader in Me Leadership Notebooks
This is an example of what a WIG session should look-like, sound-like for students.
Click here for Leadership Notebook resources. Pg. 1 is teacher resources, videos, how to's, etc. Scroll to the bottom and click on Pg. 2. There are printable resources.
This version of The Leader in Me Weekly video discusses setting WIGs with students. It's based on a younger grade level but can easily be adapted for older grades. It aligns nicely with our 2nd semester Leader in Me work.
TBT Update
As we move through TBTs this quarter, here's a checklist to make sure we're staying true to our WIG and our process.
- Joanne and I attended the 2nd Equity Training. Some of the major takeaways were as follows. Dr. Womack shared that Hattie's highest effect strategies were Teacher Estimates of Student Achievement was 1.62, and Collective Teacher Efficacy was 1.57. These were two of the highest yield strategies. Teachers believing in students and teachers believing that they have a positive impact on student learning are among the top 3 in Hattie's research. Self -reported grades were also in the top 3. Dr. Womack said we need to "speak life into our students. Tell them they can and believe in all of them". He also noted we need to teach our kids to be critical thinkers. How do students know what they see is true? They can Google anything, we had to go look it up in a book. Our world is changing so fast that the jobs our students will have in the future do not exist now. We need to teach them to be creative and critical thinkers and problem solvers who are persistent and adaptable.
- In looking at our mid-year data, please consider the following. The examples are from Dr. Sandy Womack's experiences
- What does the data say? He used a personal example here - his data says he weighs more than he'd like. He's eating after 8:00 at night. He's not working out 3 times/week.
- What's the untold story? His example - Do I eat late, because I'm working late?
- Who's perspective is missing? He said at this point in his career, it's his wife's perspective is missing. She's working in Cleveland and he's working in Columbus, so the accountability isn't there every day on eating right and exercising.
What are we missing in our data? What's our untold story and what perspective is missing?
Dr. Womack made a powerful statement, when it comes to change, some people will, some people won't, some people do, some people don't and some people might. When it comes to the won'ts and don'ts we can't worry about you. I appreciate all you do. I haven't run into anyone here who are won'ts or don'ts.
He noted when looking at our instruction we need to look at how we're connecting the content to the student context (experiences in life)
Dr. Womack said exposure changes expectations, experiences change lives. He challenged us to find ways to increase students' exposure to things outside their circle. He talked about getting elementary students on college campuses for something as simple as a tour and lunch.
Below are a few noteworthy websites
- Edsite a free online assessment platform for teachers with AIR practice test bank items.
- Florida Center for Reading Research - this link will take you to the upper elem. information but there's a lot for K-6 on the site, you'll just need to look around. These are also research-based interventions that can be tried for IAT.
- Achieve the Core - Resources and lessons in ELA/Literacy (including fluency and resources by grade band, writing samples), Social Studies and Math
- ReadTheory - Reading Comprehension Content. ReadTheory's adaptive approach fosters improvement by automatically meeting learners at their own, individual ability levels. Signup takes seconds and no time is spent vetting assignments. Progress is shown on an intuitive report, replete with actionable, meaningful insights- completely free.
OTES 2.0
DLT Talking Points
The DLT representatives are:
Upstairs - Ashley Schumm, Sue Bodart,
Downstairs- Michele Sayre, Heather Hoover
Music Events
March 17 3rd & 4th grade dress rehearsals at approx. 8:15am (date pending)
March 17 3rd grade program at 7pm
March 17 4th grade program at 7:45pm
March 20 3rd grade to Good Shepherd Home to perform-depart 9:35am
May 6 Traveling Ensemble performs for elementary (date pending)
(2 am performances like last year)
May 18th (date pending) 5th & 6th grade choirs-dress rehearsal
8:30am for 6th grade & 8:55 for 5th grade
May 18 5th & 6th grade Band Concert at 7pm
May 18th 5th & 6th grade Choir Concert at 8pm
Smoke Signals Article Contribution
Mar. 5th grade
April 1st grade
May Kindergarten
Chieftain Trading Post Dates (PBIS Rewards Cart)/Jeans Day For a Cause (lunch accounts)
3/16
3/30
4/13
4/27
5/11
Morning Announcement Helpers
Week of:
3/9 - Mrs. Frank, Mrs. Bloom, Mrs. Arbogast
3/16 - Mrs. Sendelbach, Mrs. Coppus, Mrs. Lucius
3/23 - Mr. Snyder, Mrs. Gelinas, Mrs. Wise
3/30 - Mrs. J. Snyder, Mrs. Phillips, Mrs. Burns
4/6 - Mr. Swanagan, Mrs. Rumschlag, Mrs. Puffengerger
4/13 - Mrs. Weaver, Mr. Smith, Mrs. Steyer
4/20 - Mrs. Frank, Mrs. Bloom, Mrs. Arbogast
4/27 - Mrs. Sendelbach, Mrs. Coppus, Mrs. Lucius
5/4 - Mr. Snyder, Mrs. Gelinas, Mrs. Wise
5/11 - Mrs. J. Snyder, Mrs. Phillips, Mrs. Burns
5/18 - Mr. Swanagan, Mrs. Rumschlag, Mrs. Puffengerger
19-20 ProgressBook Dates
- 9/18/19 - Midterm ends - all grades updated in PB by 3:00. All students w/D's and F's receive a printed copy.
- 10/11/19 8:00 AM - Grade Card window opens
- 10/18/19 - Quarter ends
- 10/21/19 - 3:00 PM Grade Card window closes
- 10/25/19 - Grade Cards go home
- 11/19/19 - Midterm ends - all grades updated in PB by 3:00. All students w/D's and F's receive a printed copy.
- 12/13/19 8:00 AM - Grade Card window opens
- 12/20/19 - Quarter ends
- 1/5/20 11:00 PM grade card window closes
- 1/10/19 - Grade Cards go home
- 2/7/20 - Midterm ends - all grades updated in PB by 3:00. All students w/D's and F's receive a printed copy.
- 3/6/20 - 8:00 AM - Grade Card window opens
- 3/13/20 - Quarter ends
- 3/16/20 3:00 PM - Grade Card window closes
- 3/20/20 - Grade Cards go home
- 4/20/20 - Midterm ends - all grades updated in PB by 3:00. All students w/D's and F's receive a printed copy.
- 5/8/20 8:00 AM - Grade Card window opens
- 5/20/20 11:00 PM - Grade Card window closes
- 5/21/20 - Quarter Ends
- 5/22/20 - Grade Cards Printed
Released AIR Questions
ELA
A partial release of items from the spring 2019 Ohio’s State Tests in English Language Arts now is available in the Ohio’s State Test portal. These items give educators insight into the kinds of questions students experienced, and they are a useful tool to inform classroom instruction. Both teachers and parents may use this resource to help students know what to expect.
Included with each item in this release are the associated learning standard(s) and scoring rubric. Examples of student responses also are available to illustrate actual work and the corresponding points earned on the student examples.
- Grade 3 Item Release Scoring Guide
- Grade 4 Item Release Scoring Guide
- Grade 5 Item Release Scoring Guide
- Grade 6 Item Release Scoring Guide
Math
A release of items from the spring 2019 Ohio’s State Tests in Mathematics now is available in the Ohio’s State Test portal. These items give educators insight into the kinds of questions students experienced, and they are a useful tool to inform classroom instruction. Both teachers and parents may use this resource to help students know what to expect.
Included with each released item are the associated learning standard(s) and scoring rubric. Examples of student responses also are available to illustrate actual work and the corresponding points earned on the student examples.
- Grade 3 Item Release Scoring Guide
- Grade 4 Item Release Scoring Guide
- Grade 5 Item Release Scoring Guide
- Grade 6 Item Release Scoring Guide
Science
A release of items from the spring 2019 Ohio’s State Tests in Science now is available in the Ohio’s State Test portal. These items give educators insight into the kinds of questions students experienced, and they are a useful tool to inform classroom instruction. Both teachers and parents may use this resource to help students know what to expect.
Included with each released item are the associated learning standard(s) and scoring rubric. Examples of student responses also are available to illustrate actual work and the corresponding points earned on the student examples.
- Grade 5 Item Release Scoring Guide
Older Information Below
Building Reminder
Also, please remember, if you are sick, please text me as well as enter it into KIOSK. If AESOP doesn't find a sub, I can be trying to rearrange things to get coverage.
ODE Updates - Licensure Code of Professional Conduct
Video reviews major changes to Licensure Code of Professional Conduct for Ohio Educators
The State Board of Education last September adopted the updated version of the Licensure Code of Professional Conduct for Ohio Educators. The Office of Professional Conduct has developed a short video reviewing the major changes.
RACES
Closing the Gap 1/17/2020
Math Standards Wall Perimeter/Area
Goal Setting and Tracking with Math Goals
Behavior WIG
Literature Standards Wall and WIG Tracker
KWHL and Standards Wall Combo
Standards Wall and Re-teach
Bow Ties and Placemats
Teaching Yoga and Mindfulness - NCOESC Learning Opportunity
TEACHING YOGA AND MINDFULNESS
TO SCHOOL-AGED CHILDREN
Join Youth Yoga Project, an Ohio-based nonprofit organization, to learn best-practices for teaching yoga and mindfulness to youth in K-12 classrooms.
During the training, participants will:
Gain a greater understanding of social-emotional learning, child development theory and how yoga and mindfulness tools help youth to integrate and regulate the brain, body and nervous system.
Learn more about:
- Components of a Youth Yoga Project class
- Strategies to make yoga age-appropriate for a K-12 audience
- Essential concepts to teaching yoga in public school and community settings such as building relationships in schools, securing and setting up successful yoga space, managing a classroom with diverse needs and delivering trauma-informed yoga practices
- Strategies and tools to empower students to support their health and well-being on and off the yoga mat
NCOESC Tiffin Campus: June 8 - 9, 2020
9:00 am - 4:30 pm
928 W. Market Street, Tiffin, OH 44883
Audience:
Administrators, School Counselors, Classroom Teachers, Intervention Specialists, Occupational Therapists, Physical Therapists and MORE! The session can be tailored to meet the needs of the audience!
BRING A YOGA MAT IF YOU HAVE ONE!
(If not, one can be provided)
Participants Receive:
- Two-Day Youth Yoga Project Workshop
- Strategies and tools to empower students to support their health and well-being on and off the yoga mat
- Youth Yoga Project's comprehensive 70-page yoga and mindfulness in schools training manual
- Youth Yoga Project yoga tools notebook with over 30 practices
- Youth Yoga Project yoga card deck with calming and energizing sequence for youth
Cost: $395.00*
*One hour of graduate credit is available for an additional cost of $286.00
Register at ncoesc.org
Multiplication.com Tech Support
Amanda
IXL Membership Specialist
Email: support@ixl.com
Phone: 855.255.8800
Website: www.ixl.com
Smithsonian Website for Informational Text
Co-Teaching Meeting Notes
T - total (whole group) everyone has yes/no cards, agree/disagree cards
A - Alone responses (you'll want to decrease these opportunities)
P - Pair - turn to a partner and come up with a combined response
S - Small group this works well in the co-taught setting. In the single teacher setting, you'll need to have something for students to work on independently while you work with a group on a targeted need. If you need help with an idea, please let me know. I'd be glad to help.
Increasing the verbal opportunities for students to respond will help students with writing.
Closing the Gap Livebinder
Password is SST7
Closing the Gap Webinar
Office Helpers Ready to Help You
Live School Reminders
- Whole-Class Points and Absences - Please be careful when awarding your entire class. We've had absent students earning quite a few points in their absence. Please remember to unclick the absent students.
- LiveSchool, Negative Points, and Administrative Intervention - Just a reminder, write-ups are still needed for "big" items. I do not get notifications for students receiving negative points. I receive notifications for "fights". If someone kicks someone on the playground, for example, and you gave a negative point, I don't know about it. If it needs Brian's attention or my attention, it needs a write-up to accompany it. A fight would need a write-up too. When a student is sent to me, I look at LiveSchool for their pattern of behavior.
Go Noodle Plus
Classroom Volunteers
Elementary End of Year Video
The broadcasting students will be assigned to classrooms to come and videotape each student. These will be about 8-10 second video clips. You may have to tell the students to look at the camera. The broadcasting students will talk to you about a day when they can come to your room to record.
One student will also be assigned to videotape every faculty and staff member. Again, this will be a short 8-10 second clip. You can be writing on the board, at or desk, or doing something else in your classroom work area.
Guest Form Clarification
Aides
Sub Plans
Have a student needing special seating at lunch?
Have a student who owes time along the fence during recess?
Lesson Plan Reminder
KIOSK and Frontline/Aesop Reminder
- Anytime you are entering an absence, you'll work in the KIOSK system.
- The only time you'll work in the Frontline system is when you update your preferred sub list.
- Preferred subs are contacted immediately when you enter an absence in KIOSK and are able to see all openings no matter how far out. All other subs will only see openings "50% of the way out to the scheduled date.
Here are different leave scenarios and how they work:
Non-Planned Absence - sick day, no sub known (you or your child is sick and you need a sub)
- Teacher/aide (in need of sub) will enter the absence into KIOSK. (any time of the day or night)
- Text the principal
- Kiosk will send the absence to Frontline. Frontline will immediately begin the process to fill the need.
Pre-Planned Absence and no sub is known
- Teacher/aide (in need of sub) enters absence in KIOSK
- KIOSK sends it to Frontline.
- Frontline follows the process to find a sub.
Pre-Planned Absence and sub is known
- Confirm the absence and who will be subbing with the principal.
- The principal will enter the absence and assign the sub in the Frontline system.
- KIOSK will pull the information from Frontline within 3-4 minutes of it being entered.
In Case of an Emergency
- Call/Text the principal
- Principal/secretary will take care of the Frontline/KIOSK systems for you.
Please see me with questions.
Thanks!
IAT Tip
Thanks!
Ohio's Revised Code of Educator Conduct
FAQ's are here
PDF is here