Principal's Corner

Volume III - September 18, 2016

Introducing the RHS Teacher of the Month Program

Each month, STUDENTS ONLY will vote for the teacher of the month. They will input their name, the teacher's name, and why they should be voted teacher of the month. The teacher with the most votes wins.

Teachers, please announce this to your students, and post the link in your classroom.

Wear yellow on September 21 for suicide awareness and prevention

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We will hold a faculty and staff family tailgate/pot-luck party prior to the football game this coming Friday inside the stadium. Please bring your family and and join us at 5:00pm. Mrs. Misciagno and Mrs. Turner will be sending out details on Monday.


  • To Mr. Terrence Brown for receiving an $1800.00 grant to continue the Gambling Awareness and Prevention Program.
  • To Cassie Lanier and Jennifer Marshall for coming in Saturday to clean out the Archive filing cabinets and free up more space on the 200 hallway for work rooms.
  • To the RHS custodial staff for doing a great job. The faculty/staff feedback form shows that they are really working hard. Please take time to thank you custodian!
  • To Coaches Allgood and Hartmann for victories this week over Havelock and White Oak! Thank you for your hard work, and for your weekly newsletter!

Notes from the RHS Administrative Team

This week's events:

  • Pre-Conferences continue this week. Make sure you've completed the PDP prior to the conference.
  • IST Meeting Monday @ 2:30pm, Media Center
  • Federal Impact Aid training. Mandatory for ALL staff on Wednesday at 2:30.
  • Early-release Professional Development on Thursday. Remember, no students may be on campus until after 4:00pm.
  • Faculty/Staff/Family tailgate at 5:00 on Friday in the stadium.

Notes from the coach - Mary Wible

Making Data Meaningful – Part Two

Following the design and delivery of standards based assessments, the next step is tracking the data gathered. One type of data that can be tracked is mastery level.

If mastery of a standard is the data that is being tracked, first decide what percentage correlates to mastery (70%, 75%, 80% ?). Then, find the percentage of students who scored at that level. Percentages of students earning mastery in separate classes can be compared to a total percentage.

This standards based class data can then be used to identify what standards need to be revisited & reassessed. It also helps identify groups of students who need supplemental support. Finally, if the same charting of data is taken on the re-assessment, shifts in the percent with mastery could be observed.


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Next week’s notes will examine tracking a different type of data.

Please contact me if you would like to talk about how to gather & track student data.

AVID Strategy of the week

Parking Lot

This technique assesses level of understanding at carious intervals of a lesson. In preparation for the next days’ lesson, student should be provided with sticky notes on which to write questions or statements about a given topic or concept.

They should place their notes on a large chart that is posted in the room. The chart should be divided into three sections and labeled with headings such as I Don’t Understand, I am Starting to Understand, and I Completely Understand.

The teacher should take note of the questions and use them in preparing the lesson. At key points the students should be able to collaborate and move their sticky notes to the section most representing their level of understanding.

The teacher is able to determine a general level of understanding among the students and to adjust the instruction accordingly. With this method, students who are hesitant to ask question orally will have their concerns addresses.

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MTSS Tidbit: Critical Components, Part 1

Building the Capacity/Infrastructure for Implementation

School-wide capacity and infrastructure are required in order to implement and sustain MTSS. This capacity and infrastructure usually include ongoing professional development and coaching with an emphasis on data-based problem solving and multi-tiered instruction and intervention; scheduling that allows staff to plan and implement instruction and intervention; and processes and procedures for engaging in data-based problem solving.


Due to ERPD