Peek at the Week
Week of 4/1
News
Hi everyone,
Planning ahead, the VSO will be at both schools on 4/29 - WES at 9 and SME at 1030.
PD This Week:
Margaret McLean at SME (again) at 230 on Thursday. It was moved because there is a meet and greet for the candidate for superintendent at 4 directly after Margaret's work.
https://docs.google.com/document/d/12sV18aeRW722yNNl_mn3wvbArD6bke7my2w_BtMQGK8/edit?usp=sharing
Here is the link to Margaret's work with you last week - she has asked me to ask you if you want to add anything, to add to the Google doc.
I hope you are enjoying this "spring-like" weekend! It is exciting to see some grass - even if it is a touch muddy grass!
Here is some education focus for this week:
One of the concerns I have heard this year is about the 3/4 model for students in both schools. Though I won't be making the decision for next year, I wanted to offer some thoughts:
Here are some interesting articles about the issue:
https://www.edweek.org/ew/articles/2014/02/19/21department.h33.html
https://www.weareteachers.com/should-elementary-schools-deparmentalize-we-look-at-the-pros-and-cons/
There are many pros and cons about specializing in the early elementary grades. I feel that sometimes our students are a little young for this practice in 3rd grade, but again, this is not for me to say. I would recommend talking with your new administrators if you have concerns (which some of you have already addressed with me).
MTSS
We have been working hard to tackle the issues of students who need more supports - be in academic, social, emotional, behavior, speech, or occupational therapy. It has been difficult as we are using Titles teachers to fill in for teachers who haven’t been able to be here. We are excited to offer different options for students for next year - and have more allocated to this. Students have a lot of need, and VT being one of the most difficult places for kids to qualify for special education, it is great to have money allocated to help the students who need extra. Our EST system has been working pretty well, and I am excited that plans are being written/ documentation is being provided so that we are offering the best opportunities possible for kids.
Differentiation
Another thing our schools need is some professional development in differentiation of instruction.
Teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.
1. Content
As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.
What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.
Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.
Examples of differentiating activities:
Match vocabulary words to definitions.
Read a passage of text and answer related questions.
Think of a situation that happened to a character in the story and a different outcome.
Differentiate fact from opinion in the story.
Identify an author’s position and provide evidence to support this viewpoint.
Create a PowerPoint presentation summarizing the lesson.
2. Process
Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.
Examples of differentiating the process:
Provide textbooks for visual and word learners.
Allow auditory learners to listen to audio books.
Give kinesthetic learners the opportunity to complete an interactive assignment online.
3. Product
The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.
Examples of differentiating the end product:
Read and write learners write a book report.
Visual learners create a graphic organizer of the story.
Auditory learners give an oral report.
Kinesthetic learners build a diorama illustrating the story.
4. Learning environment
The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.
Examples of differentiating the environment:
Break some students into reading groups to discuss the assignment.
Allow students to read individually if preferred.
Create quiet spaces where there are no distractions.
Pros and cons of differentiated instruction
The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:
Pros
Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
When students are given more options on how they can learn material, they take on more responsibility for their own learning.
Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
Cons
Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
The learning curve can be steep and some schools lack professional development resources.
Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.
Have a great day!
Julie
Warmly,
Julie
Mindfulness matters
Nuts and bolts
Community Meeting!
Here is the link for the template
https://docs.google.com/document/d/1F_a5PVReqSumXiZnfHCLjJ3-N3lYwCIieKp706uuy9o/edit?usp=sharing
Here is a link for the slide show tempate (or use your own!)
https://docs.google.com/presentation/d/1QsHkiAtA4vIhsAtXykz3OhiFSbjY7C67PUzzl3lXLqs/edit?usp=sharing
Here is a link to the new Facilities use calendar:
Winter Programming Updated Lists
Here is the link to see what your students are doing/ the up to date list
https://docs.google.com/spreadsheets/d/1YjmFc2mCCPJQBwe4QbpZ_1mcKNXZsn_BY5QL_28N090/edit?usp=sharing
Julie
ELA Ideas
Planning for literacy curriculum changes!
https://greatminds.org/english
Lucy Calkins Units of Reading
http://www.unitsofstudy.com/k5reading/
Fountas and Pinnell Units of Reading
http://www.fountasandpinnell.com/fpc/
Fundations
https://www.wilsonlanguage.com/programs/fundations/
Handwriting without Tears
Words Their Way
https://www.pearson.com/us/higher-education/series/Words-Their-Way-Series/2281883.html
Sitton Spelling
Calendar
This Week
Here is my calendar - now you will know what I am doing and where I am. :)
https://calendar.google.com/calendar?cid=amRvbmFodWVAcml2ZW5kZWxsc2Nob29sLm9yZw
Community Meetings:
SME - Tuesday 845
WES - Friday at 815
2018-19 Events
https://docs.google.com/document/d/1czYSdioYO79ES1hpG2wJrcZTnYAzRHehtRQX4cfheUE/edit?usp=sharing
2018-19 District Calendar
Important Information (Read and fill out if you haven't already - it is the same as last week's)
More info than you may want! :)
Concerns and Complaints
If you are concerned about an issue, please go to the person directly. If you aren't comfortable doing so, and would like someone to go with you, please talk to me or your REA.
If you are concerned about an issue with me, please talk to me about it! :)
If you feel I haven't helped you, please feel free to go to Elaine.
EST and Behavior Plans
Please refer students ASAP so that we can start getting plans written down and being proactive.
School Schedules
Duty Schedules
https://docs.google.com/document/d/1JB1CFmZYdGJ83KpkezNyKAB-DlfgAu0LNTCglpsqi20/edit?usp=sharing
This should give everyone a break! :)
Samuel Morey
https://docs.google.com/document/d/1AxIDtEwpGD2SJDAWhsaLh_0Co1D-EjUuL3irqWerxS8/edit?usp=sharing
This is now correct I think
Class Schedules
5/6 Schedule
https://docs.google.com/spreadsheets/d/1pmQuAZL9iI8HdtRrijVhDeCK4r3G6xaS8J96zqOEG94/edit?usp=sharing
This has the changes for T/Th
Essential Arts Schedule PK-4
Essential Arts Schedule 5/6 (Take 5)
Continuous Improvement for Rivendell School District
2018-19 Continuous Improvement Plan
RISD will improve the teacher evaluation system during the 2018-19 school year. They will implement a walk-through check sheet with specific criteria, implement a smart goal process for teachers and staff, and complete a template indicating which teachers are being evaluated, how often, and determine what a effective summative evaluation will look like. This will be completed by creating a committee of teachers and administrators - a finished product will be created and implemented in the 18-19 school year.
RISD will work to improve the EST model at all three schools during the 18-19 school year to target academic and social-emotional goals for students. The schools will have one EST team which will have representatives from all three schools, create new communication templates, and work together to create supports for all students to achieve success in both the academic and social-emotional realms.
RISD will work to improve assessment for all students. A committee will research effective, nationally normed tools for diagnostic screening and universal screening for both academic and social emotional growth. The committee will make recommendations for implementation in the 2019-2020 school year. The District will also work to provide quality professional development to improve formative and summative assessment in the classroom, making sure that assessments are differentiated to meet the needs of all learners, valid and reliable, and demonstrate a high level of learning and understanding. We will also examine a data system for the storing, access, and manipulation of data.
RISD will work to provide high quality professional development surrounding project based learning and critical explorations. Teachers, staff, and administration will be guided through choosing and implementing effective, integrated projects with creative materials for critical explorations that encourage deep thinking and questioning about the subject matter at hand. This will ensure that all teachers have been trained in providing high quality instruction in project based learning and critical explorations.
RISD will work to provide high quality professional development surrounding curricular alignment. Teachers will concentrate specifically on English language arts for the first year of the cycle, working to align reading and writing workshop, spelling programs, phonemic awareness, and the integration of social studies in grades 3-12 into a humanities based model. Teachers who teach other concentrations will focus on aligning their non-ELA curriculum during this professional learning time.
RISD will work to provide high quality professional learning to all staff, teachers, and administration surrounding Hazing, Harassment, and Bullying and becoming a trauma informed school. This will ensure that all staff is properly trained on proper reporting techniques, investigations, and how to work with our neediest populations.
All the things you need (in one handy place)
Discipline Referral
EST Referral
https://goo.gl/forms/oemlt4InVYoALIXf1
Here is the slideshow that discusses this EST process. We will discuss this Monday.
https://docs.google.com/presentation/d/11WhoXcY8p_jGHBvEz9rRL-CzrRvXEWeWDZMt9qn7iYY/edit?usp=sharing
Contact information
How to get in touch...
Amanda - 603-443-3027
Amber - 603-727-2251
Fill out this link if you haven't already: