October 30 Rise N Shine Ms. Rolland

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Pam Munoz Ryan.  
Word of the Month:  Inspirational  Rise N Shine:  Ms. Rolland

• Monday Oct 30:  Unit 2 Benchmark Literacy Test must be complete.  Inspiration awards go out.  Pat site visit.
• Tuesday Oct 31 - PLC Meetings.  Bring your RTI Data.  Tucker out a.m. for parent liaison training.  Happy Halloween.....
• Wednesday  Nov 1:  Normal Day
• Thursday  Nov 2  - Kona Ice
• Friday  Nov 3:  Inspiration Awards.

Benchmark Literacy:  How are you using Reader's Theater with your students?  

 Formal Evaluations:  Check your emails for invitations for the Formal Evaluation Process.  Pre Conference, Evaluation, and Post Conference will be utilized for these evaluations.  You MUST have your pre conference form COMPLETED prior to the pre conference meeting.  Likewise, the post conference form must be completed prior to the post conference.  Standards Based Rubrics:  Standards based rubrics are part of the Marzano Evaluation System. Below are sample rubrics you may wish to use. If you don't utilize standards based rubrics your score will be Beginning or Not Using as the desired effect requires Teacher provides evidence of implementing lesson/unit plans aligned to grade level standard(s) using learning targets embedded in a performance scale.

Please acknowledge all observations in I-Observation. 
Standards based rubric samples are in the Google Drive, 2017-2018 Rubrics.  

The OSDE curriculum frameworks are sets of curricular resources developed by Oklahoma teachers to help educators translate the Oklahoma Academic Standards into classroom practice. They illustrate what is expected of students at each grade level by examining the intent of each standard and providing instructional options to support student learning.

These tools may be helpful to you as you evaluate, select and implement instruction, curriculum and classroom assessments aligned to standards. 

To access the Oklahoma Curriculum Frameworks, click here. 

To good news is the OSDE has created RUBRICS for each standard.  Click on FRAMEWORKS and STUDENT PROFICIENCY STANDARDS and there is a RUBRIC for Each STANDARD!  

3rd Grade Student Proficiency Levels: Standard 2 RdgFnd Fluency

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Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

		Understanding	Objectives
	Approaching	3.2.F.1 Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.	3.2.F.1 Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.
Developing	3.2.F.1 Students will read some high frequency and/or common irregularly spelled grade-level words with automaticity in text.
3.2.F.1 Students will read high frequency and/or common irregularly spelled grade-level words.
3.2.F.2 Students will orally read grade-level text accurately and at an appropriate rate.	3.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately.	3.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.	3.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.
			*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.

Coolidge Technology:

Lexia:
223 of our students are meeting the usage recommendations.  3rd grade is leading with students meeting their usage recommendations.  86% of the 3rd grade are meeting their goal!  They are followed closely by 5th grade with 57% and 4th grade with 46%.  

Certificates will be given out during Rise N Shine for the previous weeks goals.
Monday - K - 2nd, Tuesday 3rd, Wednesday 4th, Thursday 5th and 6th.

Most popular book on MyOn.... Bone-Chilling Ghost Stores has been read 83 times this year.  Since the beginning of the year students have spent 1,052 hours and 40 minutes reading.  Fourth grade leads with 331 hours and 27 minutes.  Fourth grade had finished 1,822 books. Angel Melendez has read the most minutes in 4th grade with 1,071.30 minutes.  Joshua tapia has read the most minutes after school with a total of 403.60.  Sixth grade is a close second with 277 hours and 45 minutes spent reading.  Sixth grade has finished 829 books.  They are followed closely by 3rd grade with 218 hours and 22 minutes reading and 1,052 books completed.  

• Andrew Dutton - Most MyOn Minutes in 1st Grade, 104.70 minutes.
• Joshua Tapia - Most MyOn Minutes in 2nd Grade 614.10 minutes.
• Brayan Solis - Most myOn Minutes in 3rd Grade with 494.60 minutes.
• Angel Melendez - Most MyOn Minutes in 4th Grade 1,071.30 minutes.
• Carlos Diaz - Most MyOn Minutes in 5th Grade with 465.40 minutes.
• David Hartless - Most MyOn Minutes in 5th Grade with 172.80 minutes
• Christian Foxworth - Most MyOn Minutes in 6th Grade with 569.20 Minutes.
• Stephanie Perez - Most MyOn Minutes in 6th Grade, 434.40 minutes.

s

Have you considered teaming up with another grade for peer teaching?

Glenview Elementary

GRADES K-5 | OAKLAND, CA

Strengthening School Community Brings Gains in Academic Achievement

OUTCOMES

With the implementation of dialogue circles, arts programming, and supports for professional learning in 2010:

STATE TESTS ACHIEVEMENT

• 12% growth in ELA
• 13% growth in math
• 103% growth in science

BEHAVIORS

• Suspension rate decreased from 4% to 0%

• Using Dialogue Circles to Support Classroom Management

  At Glenview Elementary School, dialogue circles are part of a program aimed at building collaboration, respect, and positive behavior among students.

  JULY 1, 2014

  RELATED TAGS: Classroom Management, Communication Skills, Mindfulness, Social and Emotional Learning, K-2 Primary, 3-5 Upper Elementary

Overview

Promoting Positive Behavior

Dialogue circles are gatherings in which all participants sit in a circle facing each other to facilitate open, direct communication.

Dialogue circles provide a safe, supportive space where all school community members can talk about sensitive topics, work through differences, and build consensus.  

At Glenview Elementary School, circles are part of a program called Restorative Justice, which is aimed at building collaboration, respect, and positive behavior among students. The circles were implemented in classrooms slowly, and after two years, there was a marked improvement in classroom behavior. 

How It's Done

Starting the Day on a Positive Note  

Dialogue Circles were put to use in classrooms at Glenview after the teachers had experience using the technique with their peers. When first implemented, feedback and support from the SEL counselor was provided.

After two years, the school experienced a discipline shift as staff worked together to address misbehavior through community-building instead of punishment.

Check-In Circles

Check-In circles are a great way to start the day by inviting students to share their feelings and listen to others.

• Teachers should include themselves in the circle to signal that they are facilitators and listeners during these gatherings, not authority figures.
• Use a “talking piece” to remind students to pay attention to the speaker and that only one person talks at a time.
• Mindfulness exercises help release tension and build focus on the present moment.
• Devote at least five minutes to circle time; you can gradually expand, as students get more comfortable.
• Always allow students to opt out if they choose.

Sample Activities to build comfort and trust:

• On a Scale of 1 to 5: Ask each student to rate how she is feeling on a scale of one to five, where a “five” might signal an upcoming birthday, and a “one” might mean troubles at home. Start the activity by sharing how you are feeling and why.
• You’re in My Boat: Have a student share something personal, such as an experience or something he is interested in by saying, “You’re in my boat if…” For example, “You’re in my boat if you like French fries,” or “You’re in my boat if someone got upset with you this morning.” All who agree with the statement get up and change seats; the others remain seated.

Peacemaking Circles

Peacemaking circles can be used to help resolve conflicts between individuals or to address academic issues. Conflict resolution circles focus on restoration in lieu of punishment and their goal is to repair harm, support relationships, and solve problems.

• Encourage students to reach out to teachers when they have a problem.
• To start the circle, establish who initiated the circle and ask students if they know why they are there.
• Define the issue, starting with the student who initiated the circle. Focus on raising awareness of each student’s feelings and perspectives.
• Ask questions that emphasize choices and how choices relate to students’ values.
• Encourage students to share at least one positive thought about the student they are in conflict with.
• Ask the student who was harmed what would help them feel better.

Academic Intervention Circles

Academic intervention circles give students an opportunity to voice their needs, and help teachers and administrators understand the issues students are grappling with.

• Include family members, teachers, counselors, and/or administrators to develop strategies that address the student’s academic and emotional needs, such as one-on-one tutoring or home visits.
• Keep track of at-risk students, including their issues and the circle of individuals who are coordinating supports for them, to be sure they are getting the help they need and are making progress.

Resources

• Dialogue Circles: An Overview
• Circle Keeper's Handbook
• Oakland Unified District’s Circles Postcard
• Handbook: Stress-Reduction Activities for Students
• Effective Communication and the School Community
• Bullying Newsletter for Parents
• Healthy Boundaries, Healthy Children
• Positive Responses to Student Misbehavior
• PBIS: Positive Behavior and Intervention Support
• Restorative Justice at Glenview: A Primer for Parents
• Oakland Unified District Restorative Justice in Schools

https://www.edutopia.org/practice/stw-glenview-practice-dialogue-circles-video


**In the comment section what what would you like to potentially implement in your classroom or what are you already doing that is working?

To Develop Every Child Into a Reader:

• Everyday a child reads something they choose to read.
• Every child reads accurately
• Every child reads something they understand.
• Every child writes something that is personal and meaningful daily.
• Every child talks with peers about reading and writing.
• Every child hears an adult reader read fluently.

Coolidge Elementary Academic Goals for 2017- 2018

• All Students WILL achieve academically.
• Reading:  Increase reading proficiency by at least one grade level, and know their current F & P 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%

OKCPS Literacy Standards

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)

October 22nd Rise n Shine Snow

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Pam Munoz Ryan.  
Word of the Month:  Inspirational  Rise N Shine:  Ms. Russell

Building Problem of Practice: Helping Students Practice Skills, Strategies, and Processes

Focus Statement: When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures.

Desired Effect: Evidence (formative data) demonstrates students develop automaticity with skills, strategies, or processes.

• Monday, Oct 23 - Welcome back from Fall Break!  
• Tuesday, Oct 24, PLC Meetings, Faculty Meetings (Committee Reports, Andrew Rose Working with ELL students), PreK Field Trip
• Wednesday, Oct 25
• Thursday, Oct 26 - Brett out Principal Meeting
• Friday, Oct 27

Standards Based Rubrics/ Standards Based Instruction/Marzano

Everyone should be teaching with standards based instruction and utilizing standard based rubrics.  On the Google Classroom and in the Google Drive are samples of Standards Based Rubrics.  If you are not using standards based rubrics with your students 
Benchmark Literacy - Integrating Skills Thru Readers Theater.  Continue working on visualizing and analyzing characters.  Looking at the online resources there are a texts for close reading provided.  4 - 6 Continue to work on sequence of events.  


Make Content Comprehensible for ELLs

Beginning

Allow ELLs to participate through active listening while other students demonstrate pausing.

Intermediate and Advanced

Allow ELLs to read parts of the script chorally with you or other students as they demonstrate the correct utilization of pauses.

All Levels

Pair ELLs with fluent English speakers during partner reading practice.

Model the use of academic sentence frames to support ELLs' academic vocabulary and language development. (See suggested sentence frames provided.)

Fluency Quick-Check

As students practice oral reading with a partner, note students who would benefit from additional repeated oral reading practice during independent workstation time.

.

All students should be working on word study/phonics daily.  

To Develop Every Child Into a Reader:

• Everyday a child reads something they choose to read.
• Every child reads accurately
• Every child reads something they understand.
• Every child writes something that is personal and meaningful daily.
• Every child talks with peers about reading and writing.
• Every child hears an adult reader read fluently.

Coolidge Elementary Academic Goals for 2017- 2018

• All Students WILL achieve academically.
• Reading:  Increase reading proficiency by at least one grade level, and know their current F & P 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%

OKCPS Literacy Standards

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)

October 2 - Rise N Shine McNeill

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Pam Munoz Ryan.  
Word of the Month:  Inspirational  Rise N Shine:  Ms. McNeill

Building Problem of Practice: Helping Students Practice Skills, Strategies, and Processes

Focus Statement: When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures.

Desired Effect: Evidence (formative data) demonstrates students develop automaticity with skills, strategies, or processes.

• Monday, October 2nd:  Ocean Dental.  Ms Watson in the bldg a.m. New Teachers Meeting, 
• Tuesday, October 3rd:  Ocean Dental.  One Hour Faculty Meeting, Committee Meetings, Farm to You
• Wednesday, October 4th:  Ocean Dental, Title 1 Visit a.m. Farm To You
• Thursday, October 5th: Brett Out - Principal Meeting, Kona Ice, Fall Into A Good Book 5:00 - 6:30 p.m. 
• Friday, October 6th:  JA in a Day, Grades 3 - 5.  5th Grade will NOT change classes on this date.

Saturday, October 7th:    Football vs Van Buren  12:00 p.m. at Capital Hill.   Volleyball vs Prairie Queen 9:00 a.m. at Grant High School

11 Classroom Management Kernels

Do unresolved behavior issues keep you awake at night thinking about what strategies might enhance responsible decision making and increase academic learning time? It’s natural to feel personally and professionally challenged—as I have, too many times to count.

The good news is that there are some research-based strategies called kernels that you can add to your classroom management toolkit.

While veteran teachers may read the annotated list of kernels as common knowledge, their ubiquity is an advantage. You’ll often find them embedded in more complex constellations of evidence-based behavioral programs because of their effectiveness self-awareness, self-regulation, and pro-academic dispositions.

1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or more explicit hand signals to cue self-regulation. One popular cue involves moving to the front of the room and making eye contact with the high schooler who is acting out, then pausing until you have the individual’s attention. Younger students are less familiar with social cues and might require a verbal signal to accompany the nonverbal cues. Example: “What should you be doing right now?”

2. Nonverbal Transition Cues: Kids can become so immersed in an activity that they might not notice your attempts to shift them into the next learning event. Ringing a bell or turning lights on and off are unmistakable signals that shift attention to the teacher or a new task. Asking a class to collectively decide what signal to use can be a community builder.

3. Timeouts: Hundreds of studies support the timeout strategy, which is now considered an indispensable component of many evidence-based behavior management systems. Unlike the dunce cap punishment, which intentionally shames and stigmatizes students, a timeout is now used in progressive classrooms to provide an emotional breather in a less socially charged area of the room. It’s also a way for students to decompress, reflect on and enhance their self-awareness, and then return to their seats with improved self-regulation.

4. Over-Correction: Younger students may find classroom routines foreign or overwhelming. Take the time to model the appropriate procedure and then rehearse it three times or more until each step of the routine becomes second nature. After these rehearsals, my second graders took pride in executing the required actions quickly and perfectly for the rest of the year.

5. Notes of Praise: A private note left on a student’s desk praising improved classroom effort is a powerful reinforcement, especially when the note is heartfelt. Studies also show that sending positive letters home improves kids’ self-management and decision making.

6. Private Reminders: When partnered with discreet praise, private reminders to students about how to act responsibly increase on-task behaviors. Researchers recommend using short and unemotional reminders.

7. Greetings: It might seem like an insignificant gesture, but greeting students by name and making a positive statement enhances their self-regulation and increases class participation. Example: “Hey, Marcus. How is my brilliant student today?”

8. On-the-Spot Corrections: During a lesson, don’t leave behavioral missteps unaddressed. Immediately, briefly, and without drama, cue students about responsible conduct. Example: “What should you be doing right now? Right. Let’s see that happen.”

9. Mindfulness Practice: Citing numerous studies, Emily Campbell writes that teaching a student to meditate or practice nasal breathing (inhale through the nose, exhale through the mouth) enhances emotional regulation. This animated gifhelps students (and teachers) learn the technique.

10. Notice and Comment: The Peacebuilders website shares several “Minute Recipes for Building Peace,” such as recognizing changes in student behavior and showing interest. Example: “I really like how you’re acting today. Did something happen to make you feel better about your group?” Noticing and commenting sends an unmistakable and powerful message: I care.

11. When-Then: Another intervention published by Peacebuilders, “When-Then” helps students make responsible decisions—but also leaves the choice in the students’ hands: “When you start talking to me with a lowered voice, then we’ll problem-solve this situation.”

An overwhelming number of studies recommend that classroom instructors systematically teach self-regulation, relationship management, and responsible decision making at the beginning of the school year, so implement these kernels soon.

FILED UNDER

• Classroom Management

ABOUT THE AUTHOR

• Todd FinleyBlogger and Assistant Editor (Contractor)@finleyt

Unit 2 Week 2:  Text Importance, Sequence of Events, Personal Narrative/ Opinion/Argument

Rigor in the Classroom:  Many students do not get the explicit instruction they need in how to answer text-dependent comprehension questions. Teachers should ask BOTH creative and text-dependent questions based on every text their students read, not only fiction and nonfiction leveled texts, textbook selections, novels,short stories, newspaper and magazine articles, but also directions, menus,recipes, contest rules, advertisements,Web pages, etc.  

• Level 1 “Find It!” Questions Answers can be found right in the text, in one place. Questions prepare students to: • Identify facts and details • Identify characters • Identify setting 
• Level 2 “Look Closer!” Questions Answers are right in the text but students need to look in more than one place for the information they need. Questions prepare students to: • Identify cause and effect • Compare and contrast • Identify sequence of events or steps in a process • Identify stated main idea and supporting details 
• Level 3 “Prove It!” Questions Answers are inferred or implied. Students must support their answers with clues and evidence from the text. Questions prepare students to: • Make inferences • Draw conclusions • Make predictions • Analyze character • Identify unstated main idea and supporting details • Use graphic features to interpret information 
• Level 4 “Take It Apart!” Questions Answers require readers to think like the author. Questions prepare students to: • Evaluate author’s purpose and point of view • Analyze text structure and organization

Use your flip charts to construct practice questions from any text!

In the comments section write a Level 3 or Level 4 question you plan to use in your lesson plans this week for any subject.  If you don't have a Benchmark Literacy Kit use the Online Resources for same questions.  For teachers who accept the challenge you may wear jeans EVERY Day you ask a Level 3 or Level 4 question.  Proof:  You must leave a post it note on my door with the question and sample student responses.  Monday jeans - answer in the comment box a level 3 or 4 question you plan to use this week.  Tuesday - Friday a post it note on my door is required (see above).  Don't share with your teammates.  If they don't read the blog to find out then they miss out on a week of jeans days...... 

Unit 2 Assessments are in Mastery Connect.  You may give the test Friday or wait until after you finish week 3 of unit 2 after Fall Break.  Questions have been modified so numbering is correct.  The office is NOT printing copies.  

Don't forget to complete the required Safe School Trainings.

OKCPS is offering Professional Development the first 3 days of Fall Break.  Space is limited, so be sure to sign up using My Learning Plan.  

Oklahoma City Public Schools Benefits Enrollment 10/1/2017 - 10/31/2017

To Develop Every Child Into a Reader:

• Everyday a child reads something they choose to read.
• Every child reads accurately
• Every child reads something they understand.
• Every child writes something that is personal and meaningful daily.
• Every child talks with peers about reading and writing.
• Every child hears an adult reader read fluently.

Coolidge Elementary Academic Goals for 2017- 2018

• All Students WILL achieve academically.
• Reading:  Increase reading proficiency by at least one grade level, and know their current F & P 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%

OKCPS Literacy Standards

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)