SUPER Weekly Agenda

February 8-12, 2016

2015-2016 Priorities

  • Balanced Literacy
  • PBIS
  • Movement with Purpose

Monthly Focus Areas

College Readiness:
  • K-5: Map of Indiana Colleges and their Majors
  • Middle School: Knowing yourself, what are your strengths and interests
  • College Word: Register: To sign up or enroll in a course or courses

Cultural Competency:

  • Black History - All classes should have evidence of participation in the study of black history. There was an e-mail sent regarding the convocation.

House of Values:

  • Kindness: Work to track random acts of kindness within your class

Data Priorities

  • DIBELS: Use MOY data to set instructional plan and goals for second semester
  • ISTEP Data Targets: ELA 60%, Math 54%
  • IREAD Data Target: 84%
  • NWEA: Finish MOY Testing
  • SRI: Compare lexile and growth to Achieve 3000
  • Achieve 3000: Did you get 5 activities in during January?

Reminders and Celebrations

Celebrate!!
  • Best wishes to Katherine Green as she begins interviewing for positions this week!
  • Way to go Mrs. Crandall in organizing the KDO dance!
  • Thank you special area teachers for organizing our Go Red event!
  • Thank you Mr. Showalter for another great shirt design!
  • Thank you Mrs. Cunningham for collecting shirt sizes!


Reminders:

  • Remember that you must call sub line by 6:00 if you are sick. After 6:00 it will not allow you to call in.
  • Several new staff have not turned in their college information to Mrs. Cunningham for announcements. Please get with her if yours has not been submitted.
  • ALL staff should participate in morning movement. If you are not assigned a group at that time, please move around to different classes to participate. This really encourages students to participate.
  • Please remember not to have food in your rooms. We have some unwanted tiny friends in our building.
  • Next week the Tuesday morning ISTEP meeting will be about giving the test, preparing your space, accommodations, and the dos and don'ts of testing.
  • Next week on Wednesday the math training will be on problem types. The training will be offered at 7:45 and 4:00. We hope to see many of you there! Feel free to sign-up on Wisdomwhere for PGP points.
  • We have confirmed that Mrs. Wilson is with us now through the end of the year.
  • Wednesday morning there will be no new teacher meeting due to math training.
  • I am asking each teacher to commit to doing parent conferences on a few evenings and then I will give you a day off in May. I would like for K-2 to have conferences on the same night, 3-5 on the same night and 6-8 on the same night. I will pick a teacher point person to coordinate the nights you will stay.
  • Now that retention lists are in, remember that parent meetings should be held to present the retention plan. Parents will need to sign the letter stating they are up for retention as well as the plan. A file should be started to track your interventions and keep all signed documents.

Reworking Guided Reading

Please go to the Read Write Think website to view more information as well as lesson plan ideas for guided reading.


Some feedback we were given from Kathy Herald was that we do not fully understand guided reading. This is partly my fault and the way I communicated this at the beginning of the year. Guided reading should meet students where they are and move students within their own reading skills. It is not a time to teach content. It is about teaching readers how to be even better readers. Please see some of the guidelines below and go even further at the site. Please also remember that even though we are using guided reading for ISTEP prep that should only be for 30 minutes of your guided reading. The other 30 minutes should continue regular guided reading.


Here is a general task list to consider before initiating guided reading instruction.


  1. Assess students to determine instructional reading levels (IRLs). At IRL, students should sound like good readers and comprehend well.
  2. Look for trends across classroom data. Cluster students into groups based on their IRLs, their skills, and how they solve problems when reading. Make groups flexible, based on student growth and change over time. If you must compromise reading level to assemble a group, always put students into an easier text rather than a more difficult one.
  3. Select a text that gives students the opportunity to engage in a balanced reading process. If a student looks at words but doesn’t think about the meaning or consider the pictures, find an IRL where the student uses all of the information the text offers. If there are more than a few problems for students to solve during reading, the text is too difficult.
  4. Plan a schedule for working with small groups, and organize materials for groups working independently. Independent work should be as closely connected to authentic reading and writing as possible; try things like rereading familiar texts or manipulating magnetic letters to explore word families.


Individual lessons vary based on student needs and particular texts, but try this general structure.


  1. Familiar rereading—Observe and make notes while students read books from earlier guided reading lessons.
  2. Introduction—Ask students to examine the book to see what they notice. Support students guiding themselves through a preview of the book and thinking about the text. Students may notice the book’s format or a particular element of the print.
  3. Reading practice—Rotate from student to student while they read quietly or silently. Listen closely and make anecdotal notes. Intervene and prompt rarely, with broad questions like “What will you do next?”
  4. Discussion—Let students talk about what they noticed while reading. Support their efforts to think deeply and connect across the whole book. For example, a student may notice that an illustration opening the text shows ingredients in a pantry, and at the end, they are all over the kitchen.
  5. Teaching point—Offer a couple of instructions based on observations made during reading. Teaching points are most valuable when pointing to new things that students are demonstrating or ask for reflection on how they solved problems.

Moving from Concrete to Abstract in Math

Part of building math concepts and understanding is moving from concrete to pictorial and then to abstract. We want to ensure number sense and processes go together and are not taught in isolation. This way of teaching involves all three prongs of math rigor. If a student is not able to do abstract it may be time to move them back a step. Please check out this great website explaining the different parts of this process as well as it gives suggestions about what concrete could look like for different math concepts.

Get Healthy!!

January is: American Heart Month and Dental Health Month

Morning Movement: Last year's ISTEP Zumba video

Monthly Fit Focus: Healthy Hearts: Heart Disease is the leading cause of death in America. To avoid heart disease 60 minutes of activity is recommended daily as well as a heart healthy eating plan.

Activity Challenge: Any time you hear the word go today, stand up and jump in place 10 times then sit down.

5 Star Family Challenge: Make Meal Time a Family Time