February 1 - 5

Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”

Engaging activities for students reduce the number of behavior problems in a classroom.  

Monday - Brett Out professional
Tuesday - Book Fair - Donuts with Dad, 8 - 9 a.m.  PLC Meetings - NO Faculty Meeting.  1 hour faculty meeting next week,  State Testing Training
Wednesday - Brett - Accreditation Visit a.m. Brett Principal Academy P.M.
Thursday  - Brett Out - Principal Academy.  Cramer Out - Principal Meeting.  Harden Teacher in Charge of Building.  Late Night - Parent Teacher Conferences
Friday - NO SCHOOL Parent Teacher Conferences

Professional Dress: Please remember that even on Friday's when you may wear jeans with spirit shirts you are to professional.  Jeans with holes are not acceptable.

Great Expectations:  1st Grade Robinson.  Word of the Week:  Justice.

Practice 17:  Celebrations are one means of developing strong perceptions of personal capabilities. Celebrating is simply the act of recognizing progress. When teachers are quick to celebrate any little movement in the right direction, then they are affirming and validating the people with whom they are involved and often interest them deeply in doing more. With celebration, timing is critical. The rule of thumb is to let the celebration of an improvement stand alone.

Book Fair Feb 1 - 5

Myon.com:  Round of Applause to 4th grade.  They have spent a total of 121 hours and 56 minutes reading on MyOn this week, followed closely by 3rd grade with 108 hours and 33 minutes.  Not be to outdone 6th grade spent 74 hours and 15 minutes on MyOn this week. 

Books Finished:  
Prekindergarten:  7 books finished
Kindergarten:  2 books finished
1st Grade:  78 books finished
2nd Grade:  73 books finished
3rd Grade:  595 books finished
4th Grade:  666 books finished
5th Grade:  197 books finished
6th Grade:  233 books finished.  

Think Thru Math:

Grade	Enrolled Students	Started Students	Avg Lesson Attempts	Avg Lessons Passed
4	140	134	42	14
3	148	140	23	8
6	92	88	29	10
5	59	55	25	10

Coolidge Leader Board:

Kappel - 535 lessons passed
Lara:  498 lessons passed
Griffin:  497 lessons passed
Pearson:  398 lessons passed
Harden:  366 lessons passed

 Lexia:

There have been 830 student logins in the last 30 days.  59% of our students are meeting usage. 

PreK:  97% of students are meeting usage.
Kindergarten:  31% are meeting usage.
First Grade:  96% are meeting usage.
Second Grade:  23% are meeting usage.
Third Grade:  68% are meeting usage.
Fourth Grade:  68% are meeting usage.
Fifth Grade:  51% are meeting usage.
Sixth Grade:  38% are meeting usage.   

                                    Tier 1 Interventions 

http://www.pbisworld.com  

Breaks

§ Break, moving position in class

§ Have student take frequent breaks or activity

§ Send student on errand

§ Snack break

§ Take a break

Consequences

§ Avoid power struggles

§ Call parent or note home

§ Card Flip

§ Clear, consistent, and predictable consequences

§ Do unfinished work during recess or unstructured time

§ Have student say a nice thing to the student they called a name

§ Logical consequence

§ Natural consequences

§ Office referral

§ Reflection sheet

§ Remove from room

§ Speak in calm and neutral tone

§ Take away privileges

§ Take away unstructured or free time

Praise

§ The Praise Game

§ Acknowledging positive behavior

§ Praise student frequently

§ Praise when cooperative and well behaved

§ Praise when good attitude and involvement occur

§ Praise when on task

Rewards

§ Rewards, Simple Reward Systems, & Incentives

§ Call parent or positive note home

Other

§ Alternate Seating In Own Space

§ Alternative modes of completing assignments

§ Assign a buddy or partner

§ Assign a classroom job

§ Break down assignment

§ Break down directions

§ Call on student frequently

§ Clear and concise directions

§ Color coded folders

§ Count to 10

§ Daily planner

§ Deep breathing

§ Draw a picture or write in a journal

§ Encourage interaction with a more self confident student

§ Engage student

§ Explain assignment

§ Explain directions

§ Frequent eye contact

§ Frequent home contact

§ Give choices

§ Have student repeat directions back

§ Headphones

§ Helping Students With Home Work

§ Help student start assignment

Other Cont’d

§ Ignore

§ Individual work space

§ Listen to music

§ Model appropriate language

§ More structured routine

§ Move to new location in the classroom

§ Non verbal cues

§ Organize materials daily

§ Pause before giving a direction

§ Provide a container for the student’s belongings

§ Proximity to students

§ Reassurance

§ Redirection

§ Reduce assignment

§ Reflective listening

§ Review PBIS expectations and rules

§ Speak in calm and neutral tone

§ Speak with student in hallway

§ Stand while working

§ Start Commands

§ Stop, Walk, Talk

§ Stress ball or fidget

§ Talk one on one with student

§ Talk Ticket

§ Talk to parent

§ Teach conflict resolution skills

§ Teach coping skills

§ Teach organizational skills

§ Teach relationship skills

§ Teach relaxation techniques

§ Teach social skills

§ Teach substitute words

§ Touch base with student

§ Touch student on shoulder

§ Turn desk around

§ Use calm neutral tone

§ Use seating disk

§ Use timer

§ Velcro on/under the desk

§ Visual schedule

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

January 25 - January 29

January 25 - January 29

Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”

Classroom Management Techniques:  

Monday:  MyOn Kickoff  Grades 3 - 6 in the gym after Rise N Shine.  
              Math Night Planning 3:30 p.m.
Tuesday:  PLC Meetings. G.E. Walk Thru/Pop N Post.  No faculty meeting.
Wednesday: Regular School Day
Thursday:  100th Day of School.  
Friday:  Book Fair Begins
Looking ahead.... Parent Teacher Conferences are next week. Please be sure to schedule and have APP forms ready to be signed. 

Ms. Cramer and Mrs. Brett will continue conducting pre-conference meetings with teachers, classroom observations, and post conferences.  

Think Thru Math:  Be sure to have students in grades 3 - 6 complete the winter Benchmark.  This is part of our agreement with the Oklahoma State Department of Education.

Lexia:
In the last 30 days there have been 791 student logins.  There have been 34 staff logins in the last 30 days.

72% of Coolidge students are meeting their Lexia goals.  Shout Out to the 3rd grade team for printing and posting Lexia certificates with students.

Positive Classroom Discipline

According to Fred Jones' Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." "It's also probably the least effective."
How can you avoid making that technique your own and create a "climate for learning"? This week, Education World looks to the experts -- teachers who've "been there, done that" and found a better way -- for answers.
Howard Miller, Associate Professor of Education at Lincoln University (Jefferson City, Missouri) suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.

1. Develop a set of written expectations you can live with and enforce.

1. Be consistent. Be consistent. Be consistent.

1. Be patient with yourself and with your students.

1. Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and descriptive.

1. Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.

1. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.

1. Begin at the very beginning of each class period and end at the very end.

1. Don't roll call. Take the roll with your seating chart while students are working.

1. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.

1. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.

1. Keep your sense of perspective and your sense of humor.

1. Know when to ask for help.

- See more at: http://www.educationworld.com/a_curr/curr155.shtml#sthash.aKESYC5n.dpuf

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

January 18 - January 22nd

January 18 - January 22nd
Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”



January 18 - NO SCHOOL MLK Day
January 19- Welcome Back.  PLC Meetings/Faculty Meeting
January 20- Group Picture Day.  All students should be in school uniforms.  No Free Dress Tickets.  Toni Shamley Here - G.E.  Leadership/PBIS in Library
January 21-  Toni Shamley Here, G.E.  Smart Start.  Cramer out A.M. for A.P. meeting
January 22-  State Testing Inservice at Admin Bldg - Brett, Cramer, Helmick, Benedix

For your observations be sure the Preconference form is complete prior to the preconference.  The post conference form and Domain 3 Reflection are due prior to the post conference meeting.
Ms. Brett and Ms. Cramer are conducting preconference/observations/postconference meetings so schedules are full.  Ms. Rader will be out of building until at least February 8th.
Welcome back Ms. Davis (2nd grade).  Welcome to the Coolidge team Ms. Archer (kindergarten)

PBIS/Great Expectations - 

                GE Practice #15:  Educators teach on their feet, thus utilizing proximity.  They engage learners personally, hold high expectations of learners, and should not limit learners to grade level or perceived ability.  PBIS:  Notice and encourage individual students and their strengths.  This area is an important area to reflect.  The District expect adults and students to relate in a manner that is respectful, responsible, and safe.  When adults teach and model these choices, the result is a positive environment for teaching, studying, and learning.  As staff strive to build and strengthen relationship with their students, they can determine each student’s strengths and weakness and provide areas to support.  If a weakness is talking too much or as we reference the SCC-as disruptive behavior that is behaving in a manner that disrupts or interferes with educational activities, a preventative measure could be to use proximity and go and stand by that particular student. 

                GE Practice #17:  Educators and learners celebrate the successes of others.  PBIS:  Use the praise, encouragement and affirmations to bolster student morale and motivate.  Target positive feedback to match students’ needs.  

Positive Brains Are Smarter Brains

DECEMBER 9, 2015  Edutopia.org 

Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University.

Explicit instruction to guide students toward taking charge of their outlook on academic endeavors can lead to a more positive -- and ultimately more productive -- approach to learning. Applying metacognition to both the emotional and cognitive aspects of learning can help students steer their minds to make steady gains in developing their knowledge and skills.

In a previous post, we explored the gains that are possible when students adopt an attitude of practical optimism as they learn. These advantages persist into adulthood, as business research shows that people with a positive outlook are more productive, motivated, and likely to achieve their goals on the job. And optimistic people enjoy better personal and professional relationships and even better physical health than people who tend toward pessimism.

Influences on Learning Outlooks

A common assumption is that the tendency toward optimism or pessimism is predetermined by genetics. Indeed, research by psychologist Sonja Lyubomirsky and colleagues indicates that roughly half of people's "baseline level of well-being," the propensity toward cheerfulness or negativity, owes to DNA. However, students can learn to exert control over other significant influences on their emotional outlook and, in doing so, sharpen their focus on positive outcomes. Explain to them that each of us can increase our positive feelings and well-being by taking charge of these three influences:

Thoughts

To a significant extent, we are who we perceive ourselves to be. By consciously seeking to maintain a positive orientation, we can apply a more optimistic frame as we reflect on our learning experiences and abilities to achieve our goals.

Behaviors

Of course, we do not succeed simply by believing that we will. An optimistic outlook must be supported by positive action and persistent effort. Learning can be hard work, but those who keep trying, monitoring their learning to make adjustments when necessary, will make steady gains that create a positive feedback loop to encourage continued progress.

Brain Chemistry

The brain produces chemicals called neurotransmitters in response to both internal functions and external stimuli that affect how we feel. Chemicals that have been associated with positive moods include dopamine, serotonin, and oxytocin. One way to enhance production of these neurotransmitters is through physical activity. Thus, scheduling challenging subjects immediately following phys ed class and recess can help students channel their positive brain chemistry toward learning. This body-brain power connection also offers a helpful metacognition strategy for students. Remind them that when they get hung up on a problem while doing their homework or independent study, they might try going for a run or taking an exercise break, and then return to the problem with their brain recharged.

The CIA Model for a Positive Approach to Learning

To make the most of their power to steer their brains toward positive learning outcomes, it may be helpful to introduce students to what we call the CIA model, which stands for control, influence, and acknowledge.

Control

By being conscious of our thoughts and actions -- that is, being metacognitive about what we are thinking and doing -- we take change of steering them in a positive and productive direction. For example, when students feel their thoughts drifting toward negativity or distractions, they can assume control to stay focused on achieving their learning goals.

Influence

At this stage of the CIA model, we should consciously consider the many influences that may steer us in both positive and counterproductive directions. We should choose to focus on those influences that can enhance our optimistic outlook and sustain our belief in our ability to succeed through hard work and persistent effort. Some students may harbor unacknowledged assumptions that they aren't as smart as their peers or that they lack the ability to improve in certain subjects. Have you ever heard a student say, "I'm just bad at math," or "I'm not a good reader"? As a gentle rejoinder to these negative self-assessments, remind students that they can become good, even great, problem solvers and readers if they keep practicing, aim for steady progress, and believe that they can succeed.

Acknowledge

Finally, it is useful to recognize the areas where we have limited control. As noted previously, about half of our baseline outlook toward optimism or pessimism is determined by genetic predisposition. In addition, we have little control over negative situations and people who prefer to focus on the downside. But we can direct our attention on the aspects of our outlook that are within our control, and we can move past setbacks and negativity.

The message for students is that they should strive to minimize time and energy expended on situations and factors where they have limited control and influence. If a student in their learning group goes off task, for example, they can't control that student's actions, but they can focus their own attention on learning. By reinforcing that students can take charge of their outlook on learning and life, and by guiding them to develop metacognitive tools to do so, we empower self-directed learners to pursue a positive path.

Notes

• Conyers, M. A., & Wilson, D. L. (2015). Positively smarter: Science and strategies to increase happiness, achievement, and well-being. West Sussex, UK: Wiley Blackwell.
• Lyubomirsky, S. (2007). The How of Happiness: A New Approach to Getting the Life You Want. New York: Penguin.

DONNA WILSON, PH.D. 'S PROFILE

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

January 11th - January 15th

January 11th - January 15th
Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”



Intruder Drill this week.  Remember, you must have your door locked and students quiet and away from the door with an intruder drill.

Monday:  3rd - PLC - LLI Kits w/Helmick Intruder Drill p.m.  Burmaster out - Mandt Training
Tuesday: PLC Meetings, Faculty Meeting:  RTI, Retention, Burmaster out - Mandt Training
Wednesday: Burmaster out - Mandt Training, 6+1 Writing Workshop Griffin Classroom 3:30 p.m.
Thursday:  Nelson Out - Library training.  N. Amzycki here for Special Ed site visit.  Hunt here for site visit.  After school tutoring resumes
Friday:  MLK Program - TBA.

Monday January 18th:  NO SCHOOL - MLK Day.

Rise N Shine:  Ms. Schwartz 2nd Grade.  Word of the Week:  Cooperation.  

• "It is easier to leave angry words unspoken than to mend a heart those words have broken." 

Think Thru Math Leader Board:

1st Place:  Lara 494

2nd Place: Kappel 471

3rd Place:   Pearson 386

4th Place:   Griffin 367

5th Place:  Harden 332

•  36% of 3rd - 6th grade have passed 1 - 14 lessons
•  33% of 3rd - 6th grade have passed 15 - 29 lessons
•  31% of 3rd - 6th grade have passed 30 or more lessons.

LEXIA:

There have been  790 LEXIA logins in the past 30 days.  76% of our students are meeting their LEXIA goals.

Looking ahead:

January 15 - 16 and 29th - 30th.  GE Winter Institude:  King, Gill, Lara, Scott, Wanzer, O'Shields, Harris, Strickland, Reynolds, Gillin

Project Based Learning:  Differentiation  

http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller  

Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom. We all need to try out specific ideas and strategies to get our brains working in a different context. Here are some specific differentiation strategies to use during a PBL project.

1. Differentiate Through Teams

We all know that heterogeneous grouping works, but sometimes homogenous grouping can be an effective way to differentiate in a project. Sometimes in a novel- or literature-based PBL project, it might be appropriate to differentiate by grouping into reading level. That way, I can take groups that need intensive work and ensure they are getting the instruction they need. I think teaming should be intentional, and we need to know the "why" of how we structure teams. Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions? If you're a designer or co-designer of a PBL project, teams can be an effective way to differentiate instruction.

2. Reflection and Goal Setting

Reflection is an essential component of PBL. Throughout the project, students should be reflecting on their work and setting goals for further learning. This is a great opportunity for them to set personalized learning goals and for you to target instruction specific to the goals they set. At specific milestones in a project, one teacher that I observed had students reflect on what they'd learned so far in math and science, and then create goal statements for what they still wanted to learn. The teacher then designed activities to support students in learning not only what they wanted, but also what they needed to know.

3. Mini-Lessons, Centers, and Resources

This is probably one of my favorites. In addition to being a great management strategy to prevent "time sucks" in class, mini-lessons and centers are a great way to differentiate instruction. Perhaps you offer mini-lessons or center work to support your students' learning, or maybe you show students a variety of resources from which to learn, including videos, games, and readings. I know a teacher who has a well-oiled PBL machine of a classroom. Students move seamlessly from product work to learning stations, resources, and mini-lessons based on what they know. Students are so in tune with their learning that they are able to truly take ownership of it, and the teacher provides instruction without assumption. Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.

4. Voice and Choice in Products

Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time. Specifically to products, you can allow students to show what they know in a variety of ways. From written components to artistic or theatrical, you can differentiate the ways that students are summatively assessed. Their passions actively come into play here. Again, it all depends on the standards that you're assessing, but don't let standards confine your thinking. Yes, you may have a written component if you're assessing writing, but ask yourself, "How can I allow for voice and choice here?" Embrace possibilities for differentiated student summative products.

5. Differentiate Through Formative Assessments

Formative assessments can look the same for all students. They can also look different. We know that students can show what they've learned in different ways, as mentioned above in terms of products produced as summative assessment. In addition, as you check for understanding along the way, you can formatively assess in different ways when appropriate. Perhaps you are targeting collaboration in the project. You can differentiate a formative assessment of this through a variety of ways. Perhaps it's an oral conference. Perhaps it's a series of written responses. Perhaps it is a graphic organizer or collage. More importantly, these formative assessments allow you to differentiate the type of instruction needed as you "feed forward" in the project.

6. Balance Teamwork and Individual Work

Teamwork and collaboration occur regularly in a PBL project. We want to leverage collaboration as much as content. However, there are times when individual instruction and practice may be needed. You need to differentiate the learning environment because some students learn better on their own, and others learn better in a team. In fact, we all need time to process and think alone just as much as we need time to learn from our peers. Make sure to balance both so that you are supporting a collaborative environment while allowing time to meet students on an individual basis.

As you master the PBL process in your classroom, you will intuitively find ways to differentiate instruction for your students. You will design the project to scaffold content and skills in a variety of ways. You will create formative and summative assessments to allow for student passions and goals, and you will manage the process so that it allows you to meet students where they are and move them forward.

Please share some of your successful strategies with us!

ANDREW MILLER'S PROFILE

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

January 4 - 8

January 4th  - 8th
Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”

I hope everyone had a wonderful break and came back refreshed and ready for an exciting second semester.   Holidays were spent with family and friends as well as some much needed down time.  I spent New Years Day with a nice sail on Lake Hefner with sailing friends to welcome in the New Year.

Monday – Welcome Back to School.  New Teachers Meeting 3:30 p.m. conference room.

Tuesday – PLC Meetings – we will be going over STAR Data.  Faculty Meeting (1 Hour)  We will be going over Formal Observations, Safety & Security Report.  (There were 70 items on the list) 

Wednesday – All Grades Posted for Report Cards

Thursday – Brett Out – Principal Meeting All Day.  Report Cards Printed.

Friday – Awards Assembly during PLC Times in Gym

Welcome Amy Keathly to the Coolidge Team.  She will be joining the 6th grade team with Ms. Pearson and Ms. Bynum.  We are glad to have you hear Ms. Keathly.

LLI Kits:  LLI kits for 3rd and 6th grade are in the library.  Please check them out thru Ms. Nelson. I have sent email invites for going over the LLI kits to 3rd, 5th, and 6th grade - please check your emails.

Think Thru Math Leader Board:

1st Place:  Lara 487 lessons passed

2nd Place:  Kappel 438 lessons passed

3rd Place:  Pearson 386 lessons passed

4th Place:  Harden 328 lessons passed

5th Place Griffin 289 lessons passed

• 36% of 3rd - 6th grade have passed 1 - 14 lessons
• 36% of 3rd - 6th grade have passed 15 - 29 lessons
• 27% of 3rd - 6th grade have passed 30 or more lessons.

LEXIA:

There have been 821 LEXIA logins in the past 30 days.  71% of our students are meeting their LEXIA goals.

Looking ahead:

January 15 - 16 and 29th - 30th.  GE Winter Institude:  King, Gill, Lara, Scott, Wanzer, O'Shields, Harris, Strickland, Reynolds, Gillin

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

Week of December 7 - December 15th

Week of  December 7 - 15th
Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”

• Mon Dec 7:  Regular School Day.  Burmaster out.  Pat here 9:30 - 11:30
• Tues Dec 8:  Holiday Luncheon provided by Arkansas State University
• Wed Dec 9:  6+1 Writing Workshop 3:30 p.m. Griffin Classroom
• Thur Dec 10:  Regular School Day.  Peer Observations need to be completed by today.
• Fri Dec 11:  5th Grade Gang Prevention Program 9:00 - 9:30, 6th Grade Gang Prevention Program 9:10 - 10:10.  Brett out - Conference on Closing the Achievement Gap.  All Midwinter Tests Star and Edusoft complete.  All Peer Observations should be complete.  First round of Safe School Training Complete.
• Mon Dec 14:
• Tues Dec 15:  Kindergarten Music Program A.M. (See Calendar), Tacky Sweater Day, Potluck Winter Luncheon, Winter Holiday Celebrations
• Dec 16 - 18  INTERSESSION
• Dec 15 - Jan 1  Winter Break

Jan 4 - School Resumes

Think Thru Math

Anthony E.  4th Grade Ms. Kappel's class has passed 104 lessons.

Lessons Passed Leader Board:

1st Place:  Ms. Lara 431 lessons

2nd Place:  Ms Pearson 359 lessons

3rd Place:  Ms. Kappel  248 lessons

4th Place:  Ms. Griffin 212 lessons

• 47% of 3rd - 6th grade students have completed 1- 14 lessons.
• 34% have completed 15 - 29 lessons, 
• 19% have completed 30 or more lessons.

LEXIA

74% of students have meet usage in the last 4 weeks.  827 student logins in the last 30 days, 211 on Friday, December 4th.

• 18% of Students on Target
• 23% of Students Some Risk
• 59% of Students High Risk

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards

Looking Ahead November 30th - December 4th

Our Mission:  “Educate students for lifelong learning and responsible living.”
Our Vision:  “Provide a learning environment that promotes and develops academic and
social growth.”

Monday, November 30th  STAR 360 Testing Window is Open.
Tuesday, December 1st  Bilingual Audit, Downtown 9:00 - 11:30 a.m. , PLC Meetings:  RTI, Faculty Meeting, 1 hour
Wednesday, December 2nd  PBIS/Leadership Meeting
Thursday, December 3rd  Smart Start a.m., Tutoring After School.  Brett Out all day, Principal Meeting.  Thursday Folders Go Home.  Intersession Forms go Home.
Friday, December 4th  ELD Teacher Meeting 8:00 - 11:30 Empathy Awards


Rise & Shine:  3rd Grade Mr. Melchor will be leading the assembly.  Word of Week Empathy

LEXIA Update:
74% of students are meeting their usage goals in the last 4 weeks.  824 students have logged into LEXIA in the last 30 days.

Think Thru Math:

• Ms. Lara's class has passed 391 lessons.  
• Ms. Pearson's class has passed 330 lessons.  
• Ms. Kappel's class has passed 265 lessons.
• 3rd - 6th grade Coolidge students have passed 1,928 of 3,222 unique grade level lessons with a score of at least 70% or better.  
• 55% of our students have passed 1 - 14 lessons, 
• 30% have passed 15 to 29 lessons and 
• 14% have passed 30 or more lessons.

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%.

STAR:  https://hosted58.renlearn.com/217454/

Oklahoma State Blueprints:

http://ok.gov/sde/oklahoma-academic-standards