Rose Ferrero Bulletin
January 9-20, 2023
This week, Kudos go out to Patty Barrientos, who is serving as our substitute Secretary 1. For the past couple of weeks, she has filled in so admirably and will continue to do so until we are able to fill that position. Kudos also go out to all our Pupil Supervisors, Jacob Salinas, Iris Mena, Adrianna Ramirez, Jacqueline Virgen, and substitute Crystal Castro, for the great job they are doing out on the playground and inside the cafeteria. Finally, Kudos go out to our RSP teacher, Catalina Arroyo, our counselor, Malena Schoch, and our Family-Student Support Liaison, Xenia Centeno, for all the “above-and-beyond” work they have been doing lately with a few of our students who require extra help to make it through the day.
QUOTES OF THE WEEK WE SHARED WITH OUR STUDENTS
LCAP GOAL 2: PROFICIENCY FOR ALL – RTI at Work is the Best Practice for Creating a Multitiered System of Support
RTI at Work is the highly effective way to implement MTSS and is research-affirmed, results-oriented, and proven to accelerate learning and close achievement gaps. The key difference is that the RTI at Work approach is purposely built upon the PLC at Work process. The essential characteristics of the PLC at Work process are perfectly aligned with the fundamental elements of RTI. PLCs and RTI are complementary processes, built on a proven research base of best practices and designed to produce the same outcome—high levels of student learning. PLCs create the foundation required to build a highly effective system of interventions.
RTI at Work, specifically, with its split-pyramid design, was developed to ensure that academics and behavior are addressed and featured in a systemwide support process for students. RTI at Work professional development ensures educators are provided the guidance necessary for ensuring time and other resources are efficiently and effectively allocated for academic and behavioral support.
In the PLC at Work process, four critical questions drive the school’s collaborative efforts to ensure student learning:
1. What knowledge, skills, and dispositions should every student acquire as a result of this unit, this course, or this grade level?
2. How will we know when each student has acquired the essential knowledge and skills?
3. How will we respond when some students do not learn the essential knowledge and skills the first time?
4. How will we extend the learning for students who are already proficient?
In the RTI at Work approach, these four questions are used to guide the teaching and intervening of essential academic and social behaviors. Educators should view misbehavior as the absence of an academic or social behavior skill; misbehavior or organizational struggles are an educator’s cue to fill that gap by teaching the expected skills.
To this end, the staff should work collaboratively to:
·At Tier 1, identify the essential behaviors all students must learn and demonstrate for future success
·At Tier 2, provide time and support to students who need additional help mastering essential behaviors
·At Tier 3, target intensive support for students who demonstrate severe behavior needs
Finally, the RTI at Work process delineates how to allocate staff best to guide academic and behavior interventions. This is critical, considering most schools have extremely limited resources.
Far too many students needing “remediation” have failed to close their achievement gaps because they miss grade-level essential curriculum to receive Tier 3 support. The RTI at Work approach was purposefully designed to address this problem, beginning with defining Tier 1 as “all students having access to the grade-level essential curriculum.” Additionally, we advocate that students are not “moved from tier to tier”; instead, additional tiers of support are “value-added.” This means that any student who needs intensive remediation (Tier 3) on essential skills from previous years must receive this support:
·In addition to access to the current grade-level essential curriculum (Tier 1) AND
·In addition to additional time and support to master grade-level essential curriculum (Tier 2)
As we were told (many times) at the conference, the RTI at Work process works to change an outdated educational system that was NOT designed for all students to learn at high levels.
Kindergarten Teacher Delia Sanchez is Rewarded with a $500 Classroom Makeover!
Every month the Central Coast Federal Credit Union, KION 46, and Telemundo 23 invites the public to nominate a deserving Monterey County school teacher for a Classroom Makeover award. This helps recognize the valuable work of our community teachers, who struggle to do more with fewer resources, especially when it comes to needed classroom supplies that they desperately need for their students.
Thus, once a month during the school year, a committee reviews the nominations and selects one teacher to receive that month’s Classroom Makeover award. And this month it was one of Rose Ferrero’s finest teachers, Kindergarten teacher, Delia Sanchez!!!
The Association of Supervision and Curriculum Development found, on average, elementary school teachers spend $500 annually on classroom supplies out of their own pockets. The Classroom Makeover Award goal is to help teachers teach by giving them access to needed supplies. Congratulations, Delia!!! We know that you will put the money to good use, and thanks for all you do for the students in your classroom.