The week of January 16th we have another round of distributions. Please bring what you have for our students next week. REMEMBER if you are sending items to different sites we need ASAP so we have time to send. Please put their name, grade, and school name on their items so we can send to appropriate location.
CST Follow Up
Please make sure you provide an Action Plan to meet you goals.
In Person please use the following form to share with us your goals and action plans for your target students : FORM
You all have editing rights with this form, please complete/add/delete or change as needed. I tried to fill out as much as I could from our meetings.
Virtual teachers please use this FORM:
We will revisit the goals at our next CST in about 8 weeks
Student Engagement: As we move into second trimester, please start thinking about how you are engaging students.
Elements of Success:
Rich Learning Experiences- Students demonstrate agency and critical thinking in completion of tasks and activities that require high levels of intellectual engagement.
Collaboration and Teamwork- Student collaboration is a key component of learning and engagement, and students take initiative to collaborate in new or unplanned ways that further their learning and make it more engaging and meaningful.
Use of Instructional Materials and Resources- Instructional materials and resources are used effectively to support intellectual engagement and deep learning of the content.
Opportunities for Thinking and Reflection- Individual lessons, activities, and tasks, as well as instructional pathways, have multiple and effective opportunities to think, reflect, and consolidate understanding
We will continue to focus on the Danielson Framework for remote Learning - please read over pages 22-23.
Distance Learning Tips!
Tip 5: Engagement
Gauging student engagement is more than just cataloging who is turning in their assignments or leaning forward in their seats with eyes on the teacher. Engagement has historically been understood across three dimensions: behavioral, cognitive and emotional engagement. it turns out that these are too inter-related and thus are not very predictive of student success. Of course, if a student is sleeping, they can't engage.
Behavioral engagement - These are observable academic actions that teachers instantly recognize. Two items are a student's level of participation in class and submission of assignments. But behavior engagement alone is an insufficient gauge. We perceive student who know how to "do school" in online and face-to-face classrooms as engaged. But Windschitl (2019) defines doing school as "rote and shallow learning performances, which students and teachers give to each other to signify they are accomplishing normative classroom tasks."
Cognitive engagement- provides further nuance to what it means to be engaged with learning. Now we're talking about the psychological effort students exert to master content. Students who seek challenge and self-regulate are said to be cognitively engaged. Observable actions include:
* Planning
*Monitoring their own progress
*Setting Goals
*Solving Problems
Emotional engagement- is the affective dimensions of learning. interest and relationships contribute to a student's ability to learn. Learners who have a sense of belonging and have an affinity toward classmates are more likely to
*Engage in discussions
*Pose questions
*Seek help when needed
*Exhibit curiosity about a subject
Think about how you can engage students. What tools and technics can you use both digital tools and collaboration tools. What can you add to your lessons to increase engagement?
AVID
Advancement Via Individual Determination
Our AVID commitment is to hold all students to high expectations, Students need to be explicitly taught how to use organizational tools. They need to be monitored and held accountable. Take the time to teach your expectations and check in to make sure they are adhering to those expectations.
AMAZING RESOURCES LINK
https://sites.google.com/view/rims-avid-elementary/home
WICOR
W- Writing to Learn (we spent a lot of time on writing last year, with a heavy focus on teaching students how to read a text, pull out important information, take notes and use evidence to answer Essential Questions) Students can not write with out experience (in person, virtual or otherwise). They can not write about something they have not had a number of experiences with. We can not skip this step, they need visuals, multi-media, sensory, compare and contrast and other opportunities before they can write to a topic or subject.
I- Level of questioning -Click here for more information
C- Collaboration - We explicitly taught students how to collaborate, we used the 4 L's (or a variation). we provided sentence frames, assigned roles for each collaboration partner and followed up with feedback and checking for understanding.
O- Organization - It is so important to keep students organized, with hand held items, digital items, etc. We will all use the AVID binder and require students to be AVID ready (set a 30 second timer and they should be able to find what you are asking them to find- if not they are not AVID ready and they need support to become AVID ready. Peer support, teacher support, parent support, etc. )
R- Reading to Learn - Once students acquire the skills to decode, they shift to reading for a purpose, to learn. It is important that we are not just assigning reading to read, but rather to make connections, and expand a students learning process. Close Reading Skills are a great skill w need to teach all students. Use your protocols to walk them through how to identify important information and answer the Essential Questions.
EQUITY
Our equity goal for the year - Provide access to a quality education for all
Teachers please remember our students have many factors that hinder or support their learning. It is important that we are being flexible and supportive. There is no requirement for Independent work and I am fully against assigning homework in this digital space. I know students need to practice, but please be mindful of the workload our parents are already experiencing and the workload on students. If an independent assignment is essential and needs to be assigned please be gentle with setting due dates and times. Flexibility is the key. We will discuss more in staff meeting.
Shattering Inequities Book Study:
We will review at our January 27th Staff Meeting at 1 pm
Chapter 3 and 4-
Bring an item to the meeting that has some symbolic connection to your childhood. It could be a picture, sports memorabilia, a keep sake, etc.
Prompts:
1. Share your item and your story, share your background and how it brought you to education and to the work you do for kids.
2. How does your experience lend to an equity lens.
3. When you are looking at your data, specifically data around subgroups, how has your experiences helped you view that data with a flashlight rather then a club?
NUTS and BOLTS
Want to get supplies to your students onsite or virtual?
see schedule below:
**During these pick up weeks, we will always have school supplies available, students just need to come by during assigned distribution days as communicated OR you can tell us what supplies you need and we will set up a pick up for your class.
District Mail Pick Up and Delivery to Home Schools | Distribution to Families at Home Schools Exact dates are to be determined |
Week of September 14th
| Week of September 21st
|
Week of October 12th
| Week of October 19th
|
Week of November 9th
| Week of November 16th
|
Week of December 7th
| Week of December 14th
|
Week of January 11th | Week of January 18th |
Week of February 8th | Week of February 15th |
Week of March 8th | Week of March 15th |
Week of April 12th | Week of April 19th |
Program change window for your reference: We are not advertising as we are mostly full
School Level | Parent Program Change Selection Window | End of Grading Period | Possible Start Date of New Program Choice |
Elementary
End of 1st Trimester
| 10/9/2020 - 10/16/2020
| 11/6/2020
| 11/9/2020
|
Elementary End of 2nd Trimester | 1/29/2020 - 2/5/2020 | 2/26/2021 | 3/1/2021 |
Middle/High End of 1st Semester | 11/18/2020 - 11/25/2020 | 12/18/2020 | 1/4/2021 |
The Instructional Services team is happy to announce two supplemental resources for your students!
Lexia Core5 Reading: a computer adaptive literacy program that provides explicit, systematic, personalized learning in literacy.
Dreambox: an online math program that dynamically adapts to the student, providing personalized instruction aligned with state standards.
These resources can support you with planning for asynchronous instruction and are meant to:
- Address learning loss
- Fill in gaps in student understanding
- Provide enrichment opportunities
- Provide opportunities to deepen understanding of content standards
Lexia Core 5 and Dreambox should be used to support and supplement, but not replace, your core curriculum.
These resources are anticipated to be available to you and your students on October 14, 2020. The links below will provide instructions for you to get started. Question and Answer support sessions and further professional development to support you in using the data reports to meet the needs of students will be coming soon. Please reach out to our team for support!
TK-K
Math (TK-K) |
Teachers will administer the Eureka Math End-of-Module 1 Assessment synchronously or asynchronously using Seesaw or one-on-one interviews using the revised version of the assessment The data should be used to guide instruction No data will be collected by the district
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1st-2nd
Math (1st-2nd) |
Assessment Information | Enter By |
Teachers can choose to administer the assessments synchronously or asynchronously using Seesaw or Kami. Assessments should be rubric scored, and data should be entered into Illuminate. Click here to learn how to enter the data. |
1st grade | 10/27 |
2nd grade | 10/30 |
ELA 2nd |
Assessment Link | Number of Questions | Give By | Enter By |
Information Coming Soon |
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3rd-6th
Math |
Grade | Assessment | Scoring | Due Date |
3 | Number and Operations in Base Ten: Link |
All assessments will be automatically scored within 1 day of when the students submit them. | 11/4 |
4 | Number and Operations in Base Ten: Link | 11/4 |
5 | Number and Operations in Base Ten: Link | 11/4 |
5 | Ratios and Proportional Relationships: Link | 10/23 |
ELA |
Grade | Assessment | Number of Questions | Give By | Enter By |
3 | Literary Text: Link | 14 MC, 1 Short Answer | Give by 10/28
All MC questions will automatically be scored within 1 day. | Complete hand scoring: 11/4/2020 |
4 | Informational Text: Link | 13 MC, 1 Short Answer |
5 | Informational Text: Link | 14 MC, 1 Short Answer |
6 | Informational Text: Link | 15 MC, 1 Short Answer |
Teacher Resources | Student Resources |
Teachers can copy links (above) and post directly to Google Classroom or Log in to Illuminate and post through Illuminate. Video / Handout
Quick Guide: IAB Hand Scoring Video / Handout | Student Logging into Illuminate to take Assessment Video
This video can be added to your Google Classroom for students to view. |
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This week-
Brown will be onsite Daily 8-2
Roe will be Onsite Monday, Tuesday, 7-2
Lori will be working from home
Amy will be onsite 8-2
Tiger Store Shop
3rd grade Math IAB thru 1/8
K-6 Writing Assessment due 1/8
1/2- ELAC 8- 9 am
1/8- Brown office hours
Progress Reports are coming soon - please see email for guidelines.
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