Looking Ahead August 24th - August 28th

Coolidge Elementary Academic Goals for 2015-2016

• All Students WILL achieve academically.
• Reading:  Increase reading proficiency by at least one grade level.
• Math:  Increase math achievement by 10% with 80% mastery of math facts on grade level.  
• Writing:  Increase writing proficiency by 15%
• Student Attendance:  Increase student attendance to 98%.
• Increase Faculty Attendance to 98%
• Decrease suspensions by 25%.

Word of the Week:  Honesty

Learning Goal: As a learner, I will use critical thinking skills daily.

Bynum's Class leads Rise N Shine All Week.

Teachers - be in the gym at 8:00 a.m. for Rise N Shine

Announced Informal Observations are open.

PLEASE LET MS. CRAMER KNOW ANY STUDENT WHO CANNOT LOG INTO STAR.  
Monday:  Star Assessments Continue. FAC 3:30 Art Room
                  School Shirts Go On Sale

Tuesday:  Regular Day

Wednesday:  6+1 Writing Workshop - 4th and 5th Grade required.  All other grades welcome.

Thursday:  Ms. Brett out Principal Meeting.  Book Fair Begins

Friday:  Ms. Bynum's Class Friday Finale.
               Lesson Plans Due for next week.  Please respond to any comments posted.

Progress reports:  August 31st.

Setting goals for Coolidge:

Being intentional:  Take ownership of your goals instead of viewing them as part of the process.  Set a goal that will stretch your learning and improve your pedagogy.  This will help you take your abilities to the next level.

Motivation:  Set goals to motivate yourself and your students throughout the year.

A growth frame of mind:  Your attitude about goal setting, meetings, and collaboration will go a long way to determining whether you are jumping "hoops" or improving yourself and the staff.

Focus:  Make sure you set specific, measurable, reachable, and relevant goals for you and your students.

Plan:  Have a plan on how you are going to reach your goals, set up support systems with your co-workers and the office staff, track your progress, and celebrate the successes along the way.

Get out of your comfort zone, understand that you might stumble along the way, and most of all make sure your goals are what's best for the children here at Coolidge  Elementary.

Announced Informal Observations Window is Open.  

All domains are open.   There is a high probability that at a minimum these will be observed/checked.

Resources are available on I-Observation that will allow you to see these different elements in action.  Take the time to view the videos.

https://okcps.effectiveeducators.com/iob/resource/show/4e2d8b1e5d17508eb1089861 


Promoting a Positive Environment

Promoting Positive Interactions with Colleagues

The teacher interacts with other teachers in a positive manner to promote and support student learning.

Planning and Preparing for Lessons and Units

Effective Scaffolding of Information within Lessons

Within lessons, the teacher prepares and plans the organization of content in such a way that each new piece of information builds on the previous piece.

Evidence:

Design Question #6: What will I do to establish and maintain classroom rules and procedures?Establishing Classroom Routines

Focus Statement: The teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class.

Desired Effect: Students know and follow the rules and procedures.

Domain 1: Lesson Segment Involving Routine Events
Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?Providing Rigorous Learning Goals and Performance Scales (Rubrics)

Focus Statement: The teacher provides rigorous learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge.

Desired Effect: Students understand the learning goal and what the scale means.

Design Question #6: What will I do to establish and maintain classroom rules and procedures?Establishing Classroom Routines

Focus Statement: The teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class.

Desired Effect: Students know and follow the rules and procedures.

Great Expectation Look Fors:

GE 1:  The teacher models desired behaviors and attitudes such as those set forth in the life principles and the eight expectations for living.

• Students learn naturally by imitating models.
• Students learn appropriate behavior, and develop the character that drives it, by imitating their adult mentors.

GE 2:   Educators and learners speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy.

• Learning to formulate complete sentences while speaking helps students develop the ability to write in complete sentences. Complete sentences are an integral part of writing.
• Learning and using students’ names is a powerful way for teachers to foster both greater teacher-student interaction and greater student-student interaction 

GE 9:  The Magic Triad, a positive and caring environment, and discipline with dignity and logic are evident.

•  The Magic Triad includes a touch, a smile and kind words. Appropriate touches of a hand shake, high fives, or even eye contact give a number of benefits. Feelings of security, safety, and easiness are amplified. Touching builds closeness and fosters communication.  Touching gives a person a sense of being cared about and cared for.
• "There is now compelling evidence that smiling causes people to feel happy. Requiring people to smile, no matter how they really feel at first, results in increased positive feelings; frowning conversely decreases positive feelings." 

GE 12:  Students assume responsibility for their own behavior.  The choices they make determine the consequences.

• The individual who sees himself and his situation clearly and who freely takes responsibility for that self and for that situation is a very different person from the one who is simply in the grip of outside circumstances. This difference shows up clearly in important aspects of his behavior.
• In many cases students do not see school as offering them either control or challenge. However, when students have a firm understanding that an assignment is important, they are more likely to complete that work and may experience the work as being challenging. When students do not have much interest in what they are doing in school, they often choose not to do the work, thereby gaining a small measure of control.

Who Will Evaluate You This Year?

Evaluator 2015-2016
Pre K		Brett	Cramer
Byers, Chelsea			X
Kummell, Wainoke			X
Reynolds, Jamie			X
Southwell, Alyssa			X
Kindergarten
O'Sheilds, Ariel		X
Scott, Alicia		X
Ivie, Olivia		X
Werito, Cho		X
Strickland, Rachel		X
1st Grade
Helmick, Ashleigh			X
Keys, Jami			X
Reinhardt, Jennifer			X
Robinson, Tremetra			X
King, Lynn			X
2nd Grade
Baker, Alyssa			X
Davis, Jamie			X
Schwartz, Elizabeth			X
Vrem Koenig, Mirlene			X
3rd Grade
Dye, Mr. J.L.		X
Melchor, Carlos		X
Spitzer, Larry		X
Harris, Debra		X
TBA		x
4th Grade
Harden, Ms. Jamie			X
Kappel, Mrs. Jennifer			X
Gill, Monica			X
Lara, Jessica			X
Fifth Grade
Bowers, Kristina		X
Griffin, Kristina		X
Opheim, Christina		X
Sixth Grade
Pearson, Jeanne		X
Bynum, Jordana		X
Edwards, Doris		X
Special Education
Burmaster, Mrs. Debra		x
Cappellaro, Toni			x
Christian, Mr. Mark		x
Hunt, Ms. Kimberly			x
Peake, Miss Angela		x
Knott, Julie (Speech)			x
Specials
Baker, Miss Optimum		X
Barton, Mrs. Lanora		X
Rone, Carissa			X
Logue, Ms. Marilyn			X
Nelson, Christa		X
ELL
Alvarez, Maria			X
Benedix, Joyce			X
Hobson, Ms. April			X
Other
Counselor		X
Cramer		X