Great Things From the Week:
Congratulations to our spelling bee champions.
Marlerie Umana took 3rd place for the entire district!!!
Thank you all for those who participated and supported the 100% attendance all in day. We only had 24 students absent on Friday.
Teachers just as a reminder - students are not late for school if they are in the gates before the bell rings. If students get to school on time, they are on time. If they are coming to class several minutes after the second bell rings without a tardy slip, there may be an additional concern (such as walking slowly, taking a detour, etc). If you have any of these students lets talk if you need support. It is also important that when students are late, or absent that we use positive incentives to get them to come on time and everyday. Exclusion from actives or privileges should not be a response. Many are already stressed and anxious, as it is usually out of their control. The best we can do is incentives them and try to get them to try to get their parents to bring them daily and on time. It is rarely the students fault.
Thank you all for your participation in CST. It is great to get together and just talk about students. As a collective team we are all here to support the classroom and the kids. I really appreciate your professionalism and Mindset. I am so proud of all of you and the work you put in everyday for your students. It is evident that you are looking at data and making intentional decisions every day to meet the needs of all kids.
Thank you K-2 for meeting with Janet and really digging in. You are impressive. I really appreciate your honesty and professionalism. It is absolutely OK to say, "I don't know yet and need help". It is not going to move kids if we are not willing to admit we are still learning. We are always learning and growing and that is the most commendable aspect of our job. The data is not about you, we are not evaluating your instructional practice, we are looking at the needs of kids.
Thank you team for getting Miles of Smiles done. It is an important service we offer our students and I appreciate all that goes into it. The office organizing it, the flexibility of teachers adjusting their daily/weekly schedules, facilities accommodations, thank you all.
Thank you Mr. Pofahl for being our GATE rep. Thank you teachers for your recommendations and all of second grade for your support and flexibility.
It is important that all four elements of Eureka are being taught, Fluency, Concept Development, Problem Set and Debrief. You do not need to read the script, it is an example of what to say. You decide as a teacher what problems you are going to give your students. Eureka was designed to meet the needs of all learners, so chose the problems that meet the needs of your students. Do not focus on teaching the lesson, focus on teaching math to your students.
DID YOU KNOW?
According to statistics, only 80% of students performing in the BLUE band of DIBLES are predicted to be Proficient on the CAASPP?
It is important that we make sure we are monitoring ALL students and providing each student with rigorous and engaging learning opportunities at THEIR LEVEL.
We need a robust Core with lots of opportunities for access for students through scaffolds, front loading, small group and multi-modalities of learning as well as interventions/extension for struggling learners, at level learners and learners who need to be accelerated.
EQ and Staff Meeting Clarification and Expectations:
Essential Questions help drive and focus our lessons. Using standards and objectives students understand the Big Idea and make connections within text and real life. EQ's are not more to our plate, they already drive our focus, rather we are just identifying them and making as many connections as we can.
Please chose one instructional area (minimum) to practice Essential Questions. They can be found in the ELA, Science, History and FOSS kits. Feel free to expand them and make them more robust if you are ready. We are asking that you post the EQ on your board or somewhere in your environment that students will use.
In an upcoming meeting we will be working on Note-taking skills, identifying and responding to an EQ is critical in note-taking. EQs do not function in isolation, they are just a part of the bigger process.
Congratulations to our spelling bee champions.
Marlerie Umana took 3rd place for the entire district!!!
Thank you all for those who participated and supported the 100% attendance all in day. We only had 24 students absent on Friday.
Teachers just as a reminder - students are not late for school if they are in the gates before the bell rings. If students get to school on time, they are on time. If they are coming to class several minutes after the second bell rings without a tardy slip, there may be an additional concern (such as walking slowly, taking a detour, etc). If you have any of these students lets talk if you need support. It is also important that when students are late, or absent that we use positive incentives to get them to come on time and everyday. Exclusion from actives or privileges should not be a response. Many are already stressed and anxious, as it is usually out of their control. The best we can do is incentives them and try to get them to try to get their parents to bring them daily and on time. It is rarely the students fault.
Thank you all for your participation in CST. It is great to get together and just talk about students. As a collective team we are all here to support the classroom and the kids. I really appreciate your professionalism and Mindset. I am so proud of all of you and the work you put in everyday for your students. It is evident that you are looking at data and making intentional decisions every day to meet the needs of all kids.
Thank you K-2 for meeting with Janet and really digging in. You are impressive. I really appreciate your honesty and professionalism. It is absolutely OK to say, "I don't know yet and need help". It is not going to move kids if we are not willing to admit we are still learning. We are always learning and growing and that is the most commendable aspect of our job. The data is not about you, we are not evaluating your instructional practice, we are looking at the needs of kids.
Thank you team for getting Miles of Smiles done. It is an important service we offer our students and I appreciate all that goes into it. The office organizing it, the flexibility of teachers adjusting their daily/weekly schedules, facilities accommodations, thank you all.
Thank you Mr. Pofahl for being our GATE rep. Thank you teachers for your recommendations and all of second grade for your support and flexibility.
Math-
Please make sure you are using manipulative as often as possible and there is evidence that they are accessible to students.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
It is important that all four elements of Eureka are being taught, Fluency, Concept Development, Problem Set and Debrief. You do not need to read the script, it is an example of what to say. You decide as a teacher what problems you are going to give your students. Eureka was designed to meet the needs of all learners, so chose the problems that meet the needs of your students. Do not focus on teaching the lesson, focus on teaching math to your students.
Please allow students to complete the Problem Sets independently- this is the opportunity for you to select specific problems that students need to complete to show their understanding. If you do the problem with them, you are not requiring them to show what they know and how they know it. Students do NOT have to complete the entire Problem Set.
DID YOU KNOW?
According to statistics, only 80% of students performing in the BLUE band of DIBLES are predicted to be Proficient on the CAASPP?
It is important that we make sure we are monitoring ALL students and providing each student with rigorous and engaging learning opportunities at THEIR LEVEL.
We need a robust Core with lots of opportunities for access for students through scaffolds, front loading, small group and multi-modalities of learning as well as interventions/extension for struggling learners, at level learners and learners who need to be accelerated.
EQ and Staff Meeting Clarification and Expectations:
Essential Questions help drive and focus our lessons. Using standards and objectives students understand the Big Idea and make connections within text and real life. EQ's are not more to our plate, they already drive our focus, rather we are just identifying them and making as many connections as we can.
Please chose one instructional area (minimum) to practice Essential Questions. They can be found in the ELA, Science, History and FOSS kits. Feel free to expand them and make them more robust if you are ready. We are asking that you post the EQ on your board or somewhere in your environment that students will use.
In an upcoming meeting we will be working on Note-taking skills, identifying and responding to an EQ is critical in note-taking. EQs do not function in isolation, they are just a part of the bigger process.
Instructional Rounds/SLT/Staff Meetings
At the last Instructional Rounds meeting, the team made some commitments and we developed a long term plan to meet the needs of school.
Commitments:
Continue the writing process as determined by the district.
Finish the writing, or work to develop and enrich a portion of the writing
Provide Student models/exemplars
Provide students with Rubrics and have them self/peer edit
Give them opportunities to improve their work
Provide higher level DOK prompts
Ask students to write about topics that have a social/civic impact
As a staff we will be working on Close Reading Strategies, Note Taking Skills and developing our ability to create higher order thinking questions during upcoming staff meetings. We will be working with Sarah Zuetel (AVID staff developer for RUSD). Although we are not an AVID site, we can steal all the AVID strategies.
Video Example of MTSS
Upcoming Event:
TK-2 Eureka enter by February 7th
5th Grade Physical Fitness testing through March 20
K-6 ELPAC through May 22nd
3-6 ELA IAB2 enter by 2/28
2/2- Groundhog Day/Super Bowl
2/4- IEP Day
2/5- DELAC (Roe to attend until 10:00 and off duty afternoon)
2/5- Classified Meeting
2/5- Title 1 Meeting 3:45-5:30
2/5- Kinder and Brown out until 1 pm
2/6- 3rd Grade at Eureka
2/6-Brown at Principal Meeting until 12:30
2/6- Brown and Roe offsite at 2:30
NEXT WEEK:
2/10- 3-6 Data dive with Janet
3rd/4th and Peterson 8-11:00 am (6 subs)
5th/6th and Harris 11-12 lunch 12-3 meeting (5 subs)
2/11- Fire Drill 8:15
2/11- PTA meeting 2:15
2/12-Teresa and Liz out for training all day
2/12- Staff Meeting Room 24- Close Reading Strategies
2/13- Brown out until 11:00
2/13-Amber meeting until 11:30
2/13-SSC and ELAC 2:15
2/13- Roe offsite after 2:30
2/14-2/17 - 4 day weekend!!!
Happy Birthday!!!Lalo Ortega 2/1
Simone Mosley 2/3
Alejandra Navarro 2/4
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