Staff Weekly Update

February 5, 2016

Are you ready for this? According to the National Chicken Council, Americans will consume 1.25 billion chicken wings this Super Bowl weekend. Whatever food options you choose to enjoy during this big game this Sunday, we hope that most importantly, you take the time to relax and recharge surrounded by friends and family (and enjoy that Coldplay/Beyonce halftime show).

Thank you for all that you do!

Aaron & Lewis

Tier Two & Three Information from Literacy Coach Cassidy...

As we prepare for the Tier 2 and 3 meetings, it's important that interventionists bring the necessary data to make instructional decisions about our students. Please remember that the ISEL and MAP scores are just one snapshot of a students' progress or regression. Below are a list of many progress monitoring tools or student records that you may have used to collect data. Please plan to bring any of the following records to your meetings. This list is also a good reference for you if a student is referred to a problem solving team.

**Many of you were asked to PRI all your students receiving an intervention, please remember that you must continue having a student read leveled text until they become frustrated, their instructional level or IRL, is the level they reach before becoming frustrated.

~I understand that this is a busy time for us all, so I thank you for your dedication please let me know anyway I can help

Interventionist: Student Profile Forms, PRI reports, 100 BC levels, Lexia reports, Reading Plus reports, Raz- Kids reports, Moby Max reports, Classroom assessments, Informal assessments, Writing samples, Student work samples, WTW spelling inventories, Rubrics, IXL reports, IDR conference forms, Observations (anecdotal records)

ELL: Ellevation reports, WIDA rubrics, Student work samples, Writing rubrics, Student's goals, Observations (anecdotal records), Rigby ELL Assessments

Upcoming Dates

Monday, February 8th

  • Daily 5 Cohort @ 7:50 a.m.
  • Dual Language RtI Meetings - All Day

Tuesday, February 9th

  • School Leadership Team Meeting @ 7:50 a.m.
  • 6th Grade Tier Meeting @ 10:25 a.m.
  • Kindergarten Tier Meeting @ 1:20 p.m.
  • 2nd Grade Tier Meeting @ 2:00 p.m.

Wednesday, February 10th

  • Staff Meeting @ 7:50 a.m.
  • 5th Grade Tier Meeting @ 8:55 a.m.
  • 3rd Grade Tier Meeting @ 12:30 p.m.

Thursday, February 11th

  • Aaron OUT all day
  • Guided Math Cohort @ 7:50 a.m.
  • PFA Tier Meeting @ 7:50 a.m.
  • 4th Grade Tier Meeting @ 8:55 a.m.
  • Core Team Meeting @ 1:00 p.m.
  • 1st Grade Tier Meeting @ 2:00 p.m.

Friday, February 12th

  • Aaron OUT all day
  • Family Friday @ Lunch

Happy birthday to our staff members who turn a year older this month...

  • Monica Larson - 2.4
  • Joana Sanchez - 2.16
  • Agnes Palucki - 2.22
  • Eoanna Giannakopoulos - 2.23
  • Alexis Rabe - 2.23

Effective Use of Exit Tickets (Marshall Memo)

In this Edutopia article, educators at Hampton High School in Pennsylvania describe how they use exit tickets to assess student understanding at the end of lessons and follow up with differentiated help. “A good exit ticket can tell whether students have a superficial or in-depth understanding of the material,” they write. “Teachers can then use this data for adapting instruction to meet students’ needs the very next day… Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom… Perhaps one group will get more direct instruction around the basic concept, while another group will work independently. Perhaps only one or two students need some additional help, and you’ll plan accordingly. The key to differentiation is that you have high expectations for all students and a clear objective. If you know what you want students to master, differentiation allows you to use different strategies to help all students get there.”

In terms of length, 3-5 short questions make a good exit ticket, say the authors. They recommend multiple-choice or short-answer questions linked to the lesson objective and focused on key skills or concepts that students should have grasped. Students should be able to complete the exit ticket in a few minutes at the end of a class period.

Exit tickets can be pencil-and-paper, but technology makes collection and analysis quicker and easier – Poll Everywhere, Google Forms, clickers, and other apps.

The authors advise against questions that are too general (Do you understand?) and questions that can be answered Yes or No. They provide these examples of effective questions:

- Name one important thing you learned in class today.

- What did you think was accomplished by the small-group activity we did today?

- Write one question about today’s content – something that has left you puzzled.

- Today’s lesson had three objectives. Which of the three do you think was most successfully reached? Explain. Which was not attained? Why do you think it wasn’t?

- Read this problem and tell me what your first step would be in solving it.

- One of the goals of this class is to have all participants contribute to the seminar. How well do you think this was achieved today?

- Do you have any suggestions for how today’s class could have been improved?

- I used the blackboard extensively today. Was its organization and content helpful to you in learning? Why or why not?

- Which of the readings you did for class today was most helpful in preparing you for the lesson? Why?

- We did a concept map activity in class today. Was this a useful learning activity for you? Why or why not?

“Exit Tickets: Checking for Understanding” by teachers at Hampton High School, Allison Park, Pennsylvania in Edutopia, June 23, 2015,

Do you have a morning duty next week? If you are not sure, check the schedule here (or use the picture below).

Also, don't forget to check the Indoor Recess Schedule in the event of undesirable weather.

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