September 17, 2018
A Communication Tool for the Seven Hills Staff
Lexia and 1st Grading Period Student WIGS:
Repeat Content From Last Week...It is very important to teach 4Dx steps and the components of the WIG Chart before we set grading period WIGs.
In August we had decided as a campus to reset everyone's placement test in Lexia. Based on further discussions with Lexia and Dr. Espinosa, we will not be resetting the placement assessment for all students this year. Core 5 is designed to spiral skills for review, and if and when students struggle with specific skills, it will wrap review and practice in to support the student. The student will not progress in lessons or units until those skills are mastered. That online review combined with the direct instruction using the lessons assigned will close any gaps. The delivery of the skill builder lessons will be a formative assessment to determine if, in fact, the skills have been mastered. If the student is not successful with the paper pencil skill builder, we can go in and move the student back to a lesson they have not demonstrated mastery in. In addition, if we feel that a student needs to retake a placement test, we can do that on an individual basis. We will not be re-assessing all returning students. All new students need to take the placement test.
Because we are not resetting placement tests, we can begin determining student WIGs for the last 3 weeks of the grading period. Remember, the goal here was to refresh the memories of returning students on the WIG chart and the 4 disciplines and teach the steps to new students. It will be important to give this process the time and attention needed to set everyone up for success this year. The Leader in Me Online has great resources for teaching the 4 Disciplines, including a reader's theater. In addition, I have linked a slide show with the WIG chart that you can also use. Please do not just teach students the chart. Teach them the process. The chart is simply the tool we use to guide our effort and action in the process. You might consider using Lead Time to teach the process. I have included some pictures below to help you determine each student's "X" for Lexia WIGS. Slide Show: https://docs.google.com/presentation/d/1C0tpatMdlLX6HVJ0ToFqw_KXBRGx6DXr6vXDb6zfmGM/edit?usp=sharing (make a copy and edit to your liking)
Note: Lexia is only being used for WIGs this grading period. Lexia is truly a lead measure, a way to achieve the wildly important. Hopefully, by placing importance on Lexia in these three weeks, students will be able to make connections to how it will help them achieve literacy goals.
Please refer to the email sent last week if you are struggling with Lexia log-ins, etc. Please also give the new librarian a few minutes to figure the QR code out. You do not have to have the QR code to log-in, it makes it easier. Teachers, I hope everyone has been able to log-in. I shared with Dr. Espinosa the names of teachers who had informed me that they were unable to log-in. She indicated she was going to be figuring out why this was an issue.
WIG Charts for the 1st grading period are attached in Publisher and PDF format to the weekly update email. There are multiple options for charts to choose from.
If you or your team needs help with 1st grading period WIGS, please let me know!
Note: Click on each picture for commentary. I am not sure why it isn't showing up in the newsletter.
Lexia Skills Report
Note: The parent of this student gives permission for information to be shared.
Lexia Student Overview Report
Note: The parent of this student gives permission for information to be shared.
All BOY Assessments Combine to Determine Student and Team "X"
Know the Zones...The Student Behavior Zones!
Begin With the End in Mind...Student Behavior and Classroom Management:
If you didn't read this last week, please read. If you read, I encourage you to visit with your teams about strategies that you have tried. What is working? What needs to be revised? What is that you ultimately want, and how can you achieve this? Are you building a culture of high expectations and trust?
Just like we have done for establishing campus leader expectations, We must use the 7 Habits to reinforce positive student behaviors and redirect undesirable behaviors, ultimately creating a culture of trust so that we can empower leaders. Consider the following:
Fill Emotional Bank Accounts:
Remind me again...what are emotional bank accounts? https://www.youtube.com/watch?v=Y1ugYimvfhQ
Use these first weeks of school to create emotional accounts that have positive balances of love, respect, and trust. Why? The answer is quite simple really...
First, everyone wants to feel valued and appreciated. By making regular deposits in to student emotional bank accounts, they know that we care about them and that we want them to be successful. Keep in mind, we are not perfect. Students are not perfect. We all make mistakes or less than desirable choices, and we will be held responsible and accountable to our actions. Because there will be times when students are not responsible for themselves, there will be times that they will have to be held accountable and their behavior corrected. When that happens, you will be making a withdrawal from their emotional bank account. The desired student response to this withdrawal hinges on the positive balance in their emotional bank account. When you invest in making lots of deposits in student emotional bank accounts, students do not feel empty and deflated when you have to make a withdrawal. Relationships matter, and there is a direct connection to EMA's with positive balances and strong student-teacher relationships.
Like the video said, you make deposits with individuals and groups. As you plan your week, ask yourself how you can make deposits with your students to establish trust and respect, and show students that you care about them.
Positive Reinforcement Systems:
Introducing, modeling, and reinforcing positive/proactive student behavior is an important step teaching students to be leaders of their own self. Teaching behavioral expectations and rewarding students for following them is a much more positive approach (proactive) than waiting for misbehavior to occur before responding (reactive). The purpose of using positive behavior reinforcement/incentive systems is to establish a climate in which appropriate behavior is the norm. These systems can and should be introduced for individuals (celebrate private victories), classrooms and the school (celebrate public victories). These systems (both for individuals and the whole class) work to fill student emotional bank accounts. One example is the Mr. Potato Head idea pictured below. What other systems are present at 7 Hills?
- If you need a more specific individual plan for a student, please visit with Kim, Tanya, Jen, or the BI, Sarah so that we can partner with you.
In any system you implement, be sure to use the language from your classroom respect agreement and the 7 Habits to recognize (celebrate public victories) when a student or students are being leaders. This creates wins for the student and wins for your classroom culture.
Meet, Model, Motivate...Campus Expectations and Classroom Respect Agreements:
- Do your students fully understand your class respect agreements and the campus leader expectations? Meet your students where they are in their understanding of these. Take time to clarify misconceptions and practice what each expectation looks like, sounds like, feels like. True, you spent time week one and two going over these. But remember, rarely do we as learners master new learning the first time we hear it or see it. It is important in these first weeks (if not the first month) of school to determine where students are with understanding the new expectations, and review and practice, practice, practice.
- Model the campus expectations and respect agreement every day and in everything you do. Students are looking to you to be the exemplar.
- Celebrate individual and class victories. Everyone likes to be recognized for accomplishments and feel like they are winning...it is a huge motivator. Help students see how their positive behaviors support a happy, healthy classroom and school.
Seek First to Understand and Think Win-Win:
It is best to respond to undesirable behaviors, rather than to react. When working with a student, make sure you take time to listen and understand why the student is making the choices they are making. It will not only help make an EBA deposit, but it will also help you in addressing (and hopefully changing) the undesirable behavior. When you find yourself faced with addressing an undesirable student behavior, take time to seek first to understand.
When we are problem solving specific student situations, we often focus first on finding a "win" for the teacher, classroom, and/or campus. This is important. And, we want to compliment you for problem solving for campus, classroom, and teacher wins over the last 2 weeks. Some impressive solutions have been generated! Think for a minute about the positive implications if we also consider what a "win" would be for the student or students? What solutions are there where the teacher/campus and the student mutually benefit? When we think win-win with student behavior, we increase the likelihood that negative behaviors will change and we continue to grow a culture of leadership.
Synergize for Success:
Remember, you are not an island. Do not suffer in silence. Be proactive. Ask for help. Our campus and district has incredible resources to support teachers and students. We want to partner with you to problem solve for individual student success, classroom success, campus success, and your success. Together we will connect you with the best individual, resource or strategy, and problem solve for a win-win.
Safety and Security Updates and Reminders:
Safety and security is a priority, and requires the help, awareness, and attention of everyone! We will have a security training next week, however, we need everyone to be aware of the following before the training:
- The security door in the front office will be closed beginning Monday morning. This door will remain locked and the fob access will be installed sometime beginning in November. Please enter the office area through the back entrance to the office. Students going to the clinic need to enter through the hall door to the clinic. If the nurse is gone, the hall door will be closed, and students should go to the front office. Should you need to bring a student to the office to speak to an administrator, please use the back door to the office. This protects confidentiality.
- Observe all persons on campus to be sure they are wearing either a NISD or visitor badge. Redirect anyone without a badge to the office.
- Keep classroom doors locked when not in use.
- Thank you to all of our staff who are utilizing the sign in/out form when you need to leave campus. Remember it’s in Google classroom for easy access. Anytime you leave before 3:40 p.m., you need to sign out.
- Teachers must position themselves on the playground so that they can see all areas of the playground. Teachers should not be standing together or sitting together visiting. It is highly recommended that a staff member stay in close proximity to the GaGa pits for supervision. We taught the rules of the game, please help enforce them.
- Report any unsafe condition(s) or security concerns to either Tanya, Kim or Wilma immediately.
Staff Duty Reminders:
Shout out to Nicole Wallis and Molly Argo for helping at morning car duty the last 3 weeks. Please remember to be at your assigned duty location at 7:20am and after school.
It is YOUR responsibility to get your duty covered if you are going to be out. Confused about your duty assignment? Check the staff handbook in Google Classroom.
Attendance is Wildly Important:
An Assessment Update from the CIT:
1st Grade Reading:
BOY DRA2 Text Level and Lexia Entry Assessment
2nd Grade Reading:
BOY DRA2 Text Level, WPM Fluency, NAEP Fluency
Lexia Entry Assessment
3rd-5th Reading
BOY DRA2 Text Level and NAEP Fluency
Lexia Entry Assessment
All grade levels will enter data into Edugence by
Sept. 19
Note: We will also be sharing the Google spreadsheet with you to enter text levels, Lexia levels, and WIG achievement each grading period.
The Power of Home-School Connections:
Please Share This Information With Parents:
Positive Parent Phone Calls Due This Week:
- Specials teachers will call 15 - 20 parents (You may be calling the same parents. At this point in the year, this is ok. Please do not call SPED/Dyslexia students. Share your names with classroom teachers.).
- SPED/Dyslexia/Etc. will call all parents.
For some of you, this is the first time you have made calls like this to parents. I suggest creating a script to follow, and plan out your talking points for each student before making your calls. You might consider something along the lines of:
- Hello, this is ___________, your child's ____________ teacher.
- I want to tell you how much I have enjoyed spending the last few weeks getting to know your child.
- Follow this statement with something positive about their child that you would like to share. For example, how they have been a leader, something that stands out about the student, work ethic, etc.
- We will be scheduling parent conferences in the month of October. I look forward to visiting with you more about _____________, their beginning of year assessments, and goals for the 2nd grading period, and more at this time.
- Thank you so much for your time. I am looking forward to a great year!
Please let Kim, Tanya, or Molly know if you need help developing a script for these calls.
Campus and District Announcements and Updates:
- Latest Edition of the C&I Newsletter: https://www.smore.com/kaczx
- Join Google Classroom: wyzetg (this should have been completed as part of the Back to School PLC agenda).
- Work Orders: If you see a facilities issue that needs to be addressed, email Wilma with the exact location, description of the problem, and attach any pictures if necessary. This will expedite the process in getting the issues taken care of. When you tell someone in passing, it might not get back to Wilma to be entered.
- Beginning of Year Checklists: have been shared. If you were not at the staff meeting last week, please pick one up in the baskets outside Tanya's office. This is meant to help staff make sure they take care of all of the beginning of year whirlwind tasks.
Habit Focus of the Week: Habit 2
Common Paradigm vs Highly Effective Paradigm
Leaders Begin With the End in Mind
Are You Practicing Habit 2 to Set WIGs and T-TESS Goals?
Habit Huddle Connection:
The Habit Huddle focus for this week is Habit 2...Begin With the End in Mind
- If you haven't used all of the 1st 8 days lessons, you can continue with any that connect to Habit 2.
- Habit 2 is all about goal setting! What a perfect time to reinforce the WIG process. The Leader in Me online has EXCELLENT videos, a Reader's Theater, and more that you could use to talk about WIGs and connect to Habit 2.
- Staff need to model Habit 2 by posting their personal or professional WIGs.
Save the Date:
- LHT Meeting, Library 3:30
Tuesday, September 18:
- Grade Level PLCs - ILT Members will be sent agenda topics
- Kim off-campus at Principal PLC
- T-TESS appraisal window opens for returning teachers
Wednesday, September 19:
- Staff may wear maroon or black staff shirt
Thursday, September 20:
- Fundraiser Kick-Off (more details coming soon)
- Leadership Teams Meeting, 3:30 in Library
Friday, September 21:
- Leader Rally, 7:40 - 8:00 am in the gym
- Positive parent phone calls due
- Staff wear jeans and a school spirit shirt.
- Encourage students to wear navy school shirts
Happy Birthday to You:
- Brenda Hladky 9/20
- Amy Davis 9/23
Annual Required Trainings...Don't Wait Until the Last Minute:
Certain trainings for staff members are an annual requirement. In an effort to have employees well informed and to have them have the ability to access staff development at their own pace, the district has provided Annual Required Training eCourses. These courses are located in Eduphoria under the tab “eCourses.”
Required annual trainings may be counted towards the "online options" in order for some employees to receive waiver hours for 11/19/18 and 11/20/18. (See staff calendars at http://northwest.ss10.sharpschool.com/staff/staff_calendars/) Attached you will find a copy of the updated Annual Required Trainings that all staff members will be a part of.
In addition, the on-line presentations have been reviewed and updated.
- Employees can now sign off directly on the form when they have viewed the required trainings.
- Employees DO NOT have to turn in multiple certificates to you.
- In addition, I have left a blank at the bottom of the form in case you would like for your staff to sign off on campus handbooks, or any other documents.
- Employees will turn in their sheet to whomever does their evaluations by September 28, 2018 (end of the first 6 weeks). Principals have the discretion to allow extensions, under extenuating circumstances. This will ensure that all employees have completed the necessary training.
Please note that employees new to our district must complete the Child Abuse and Sexual Abuse and the Suicide Prevention Plan Review trainings BEFORE the first day of school. All other employees will need to complete the trainings by September 28th.
If you have any questions or have difficulty accessing, please feel free to contact Paula Taylor at 817-215-0021 or Dr. Suzie McNeese at 817-215-0982
Directions for Annual Required Training Access
1.) Log in to Eduphoria - Workshop. (You can access this site from the Staff web page.)
2.) Select the Annual Required Training icon 2018-19.
3.) Select the appropriate course title (i.e., "Annual Required Training for Administrators, Teachers and Professional Certified Support Staff").
4.) Click Register.
5.) Now at the top of the course screen, you will see some tabs: Course Overview, Course Content, Instructor Notes, and Discussion...you will need to click on the Course Content tab.
6.) Once in Course Content, select View for each Chapter topic of required training
7.) A new window will appear...click View Topic Files in the left top corner
8.) Select the training module denoted by a blue paperclip and view the presentation. (If you get a popup blocker while accessing materials...right click the top bar to allow the download.)
9.) You may then close out the screen for that Chapter, and a checkmark will appear on the Chapter icon or you can advance to the next training topic using the blue directional arrows at the top right of your screen.
10.) Once completed with all chapters you should see a green check mark by each chapter reviewed. You may Request Credit at the top of the screen. If you do not have an option to Request Credit, verify that each chapter has been viewed and has a green check mark.