Monday Memo - Week of February 27

Great Things I Noticed Last Week:
*4th grade started using the 7 problem solving steps process (shared in the data days meetings).  It takes quite a bit of time to teach the process (and quite a bit of paper to use one sheet for each problem), but it's slowing students down to problem solve and be more independent with the process.
*Students writing social studies terms in their own words instead of just copying the definitions. 
*Students recommending books to read during check-in/reflection time.
*A lot of hard work put into making the Jump-a-Thon another fun success! Thank you to everyone on the committee and especially to Mr. Klueger, Mr. Lange and Mr. Reinke for letting the kids dress you up and to Mrs. Landaal and Mr. Mane for getting pied.  The kids loved it!


Events this Week: READ ACROSS AMERICA WEEK!
Each morning's announcements will have a Dr. Seuss trivia question just for fun.
Monday: Parent-Teacher Conferences 4:00-7:30
     -I will also have a middle school assistant principal from another district with me today just to see what elementary life is like (I wrote this a couple weeks ago, but had the wrong date). She'll be with me for walkthroughs and everything else I do.
 Tuesday:  Wear Red, White and Blue
  Amanda Adamski's Tech Tuesday after school for Google Docs help
Wednesday: Crazy Socks Day
     -Health benefits meeting after school
     -Mrs. Cleary and I will both be in OshKosh for an RTI conference
Thursday: Pajama Day
     -District PLC Meeting day (these are occurring either before/after school based on what your group decides)
     -Please consider joining in the fun for the Family Read-In Night at 6:00 PM.  Bring your children with and enjoy!
Friday: Hat Day for Dr. Seuss's Birthday

"Nuts & Bolts" Notes
* If you have developed a conferring/pensieve form please add it to the shared drive for others to possibly use. No one has to use the same form, but it helps to see what others have developed already. Go to (Shared: Elementary: CAFE)
*The PTO wants to know if they can sell mechanical pencils in the school store. Please let me know if you do NOT allow your students to use them in your classroom. They don't want to sell something that can't be used.
*Here's a helpful chart from last week's Daily 5/Cafe tip of the week to take what you're seeing in a student's reading to their goal/strategy: From Assessment to Conferring
*Last week I read the article Why Great Teachers Are Also Learners and thought of all of you and how dedicated you are to learning.  As I read each point in this article, I pictured many classrooms that I've seen this occurring in and also see the impact it has on our students---they are also excited about reading and learning!
*Last Thursday's fire drill was NOT planned, but fortunately turned out just to be a technical issue that caused it. There were some that said "we just had a drill" and didn't get moving right away. If you haven't already done so, please remind your students that we practice fire drills so that we can exit the building quickly/safely if there were to be a real fire.  For those of you that exit to the front of the building, please go across the round-about and to the parking lot in the future.

Thursday Focus (enjoy Friday off!)

To check in, or not to check in, that is the question

The Daily 5 framework includes gathering back with the class after each round to check-in with your students and then teach a mini-lesson before students choose their next round.  Why is that check-in time so important when it seems like it's taking away from their literacy time? (Especially, when you have so many students you want to meet with.)

I went back to the Daily 5 book to find out what the Sisters have to say on this topic...When you gather back together on the carpet with your class, it signals a shift in activity and thinking.  This shift gives them time for a change in their brain work along with much-needed movement of their bodies.  Students come to expect that in between each round of Daily 5, they will not only have some much needed body movement, but will also receive short bursts of valuable and focused instruction.  It is this consistent pattern that leads to the levley ebb and flow of teaching and practicing, teaching and practicing that exemplifies The Daily 5.  In addition, when you use this time to check-in with your students in between rounds, you are teaching them to be self-reflective and give them ownership of their learning.  As you ask students their focus for the next round, you are creating an immediate focus, or a sense of urgency.


If you're not sure where to start with checking in, here's a video clip from the sisters' site: http://thedailycafe.com/public/415.cfm 

At the end of this clip, Gail asks the students why it is important for them to think about their goal and strategy.  Their responses

--"So we memorize our goal and strategy to know what we’re doing.

--"So we know what to work on."

--"So we know what to improve on."

I have heard several teachers talk about how they have carried this practice over into other subjects as well, or even providing an end of the day reflection time on their overall learning for the day.  This could also be done in specials classes...asking students to reflect on their effort/learning and what they would like to work on next.

My reflection prompt for you: Are you having your students check in?  How is this going? As you are teaching your students to self-reflect, how are you seeing this impact their learning?

Monday Memo - Week of February 20

Great Things I Noticed Last Week:
*Read Aloud during Daily 5 Mini-Lesson using a picture book linked to their current social studies unit.
*A Math/Science integrated activity in which students rotated around the room measuring different line segments instead of just doing so on one worksheet at their desk (the teacher knew they needed to be moving around in the afternoon to stay engaged!)
*1st graders partners during Read to Self saying, "I just heard you say..." and repeat what the student just read.
*During a Daily 5 Check-In discussion on why they were called back to the carpet a student said, "that was wasting my time, I really wanted to finish my book" (in response to the behaviors of some others!)

Events this Week:
Tuesday - Tech Tuesday in the Media Center (I'll be sharing Twitter)
Wednesday - Professional Learning Meeting: Instead of one whole staff meeting we will be meeting in cross-grade levels to discuss Daily 5/Cafe.  This Wednesday the following grades will meet together: 5K/1st, 2nd/3rd, and 4th/5th.  (Next month we'll do the same, but switch).  Your discussion will be on the questions on this google doc.
 Friday- No School

"Nuts & Bolts" Notes
*Our budget for next year is basically the same as this year. Please let me know if there's anything else you were hoping to purchase for next year (by this Thursday).
*Next week is Read Across America week (probably my favorite week of the year!) 
*Just sharing from thedailycafe site: "How does shared reading fit into the Daily 5?" Click here for the answer.

Tech Tips
*Here's a google docs tutorial I found from another teacher online (who happens to also be the Illinois Teacher of the Year). He has some other neat video tutorials on his blog at http://www.stumpteacher.blogspot.com/

Friday Focus - February 17

This past Monday, Becky and I attended the first of a 2 day conference on progress monitored led by the Wisconsin RTI Center.  I went with the intention of learning how to collect student data to create trend lines (doesn't that sound fun?!), but left with positive affirmation of the great work we are doing here at Dodgeland.  As each school shared out on where they are at with implementation of RtI so far, I felt like we are on the right track and also happen to be far ahead of many other schools (not that it's a race). It is easy to take for granted the things that have become a regular part of our work, and I was surprised to learn that there are many other schools that have no means of tracking student progress other than the WKCE (we have the SRI, SMI, and F&P Benchmark) and that are struggling with trying to figure out how to start to implement intervention for Math and Reading (we already have Math WIN time, LLI in K-3 and READ 180 in 4/5).  

One of the comments that the presenter emphasized several times was that "RTI is not about the interventions, it's about your system."  She asked us to reflect on the following questions:

•  Do you have collaboration? 
• Can you guarantee excellent instruction in any classroom?  
• If a student is struggling can you guarantee that it's NOT due to lack of appropriate curriculum/instruction?

After meeting with each grade level  for our Data Day meetings, I would have to answer yes to these questions.  First of all, I know that our Data Day meetings are not the only time you are looking at data and collaborating.  You are meeting in your grade levels weekly (some even more often) to talk about curriculum, plan for WIN instruction, share instructional strategies, and to help each other problem-solve.  You are going beyond the "surface level" conversations in meetings by asking each other questions about each others' classrooms and observing other classrooms to gather ideas to take back to your classrooms.   

All research on RtI states that at least 80% of your population should be proficient in reading or math and if not then there are issues with your curriculum/instruction across the grade level.  As we look at our grade level data in math and reading, almost each grade level is already at the RtI goal of 80% of students meeting the proficiency level.  Most grade levels have already met this goal for Reading at the middle of the year and we are getting close with our Math scores (keep in mind that the SRI and SMI proficiency scores are for where we want students to be at the END of the year, which makes this even more exciting!)

As I visit classrooms, I notice that you all have a focus on student learning and you are incorporating a variety of strategies to meet the needs of your students (instead of just teaching the same lesson from 10 years ago in the same way).  When I have conversations with teachers about students that aren't performing well, I always hear teachers trying to come up with or ask for additional strategies to try, never just throwing their hands up saying, "well, I taught it, he didn't get it and it's time to move on."  You are all so focused on the needs of the students in your classrooms.  Recently I even heard a teacher say that when she saw how many students bombed their math test, she threw it out and retaught a few lessons, never recording those scores in the grade book.  

You all never cease to amaze me with your commitment to all of our students and your collaboration as a team to ensure that EVERY Dodgeland student has the  guarantee of excellent curriculum/instruction!

Monday Memo - Week of February 13

Celebrations:
We had a lot to celebrate in our data meetings last week (1st/3rd are yet to come this week):
*Everyone's class profile sheets for reading/math are shifting to the right (more students moving towards proficient/advanced)
*52% of 5th graders are proficient/advanced on SMI (both SRI and SMI are based on end of year goals)
*81% of 5th graders are proficient/advanced on SRI 
*72% of 4th graders are proficient/advanced on SMI
*62% of 4th graders are proficient/advanced on SRI
*70% of 2nd graders are proficient/advanced on SMI
*90% of 2nd graders are proficient/advanced on the F&P Benchmark 
* 90% of 5K students are proficient/advanced on the F&P Benchmark
*95% of 5K students are proficient/advanced knowing numbers through 100


When asked "What do you think has contributed to this growth?" the consensus at each grade level for reading growth was Daily 5/Cafe. It was interesting for me to hear the teachers that had been hesitant to start, but are now seeing such amazing results with their students and they're all enjoying reading (students and teachers)!


Events this week:
Monday - Becky and I will both be at a conference for RtI Progress Monitoring
              -Probationary Teachers Meeting 
Tuesday - Happy Valentine's Day! 
Wednesday - Data Day (AM-3rd/PM-1st)
Thursday - Optional Love and Logic class in Horicon
Friday - Staff Social Lunch
*Just an FYI that I'll have a "shadow" with me for part of the day on Friday. A middle school assistant principal from another district wants to visit to see what life is like in an elementary school.  


 
"Nuts & Bolts" Notes
*Next week's Tech Tuesday (Feb. 21st) will be on Twitter. There were only 8 votes for the next Tech Tuesday, with 3 for Twitter. If you were one that wanted help with skype or google docs, just let me know and I'd be happy to help.
*What I Love about Dodgeland: This week I'm planning to announce a student essay contest on what makes Dodgeland such an awesome school.  Please see the contest form here for more information.  I've created this form to allow any of you to edit/comment on it as well, so if you have any ideas to add to it, please do!  Let me know if you have any questions.

Friday Focus - February 19

Photo courtesy of J. Lauzier

Share Your Writing Life

"I write out of ignorance...It's what I don't know that stimulates me.

I merely know enough to get started."  ~Toni Morrison

In Regie Routman's book Writing Essentials, she discusses the importance of sharing your writing life with students...even if you don't think of yourself as a writer. As you examine your writing over an ordinary week, it may include lists, letters, emails, cards, journal//reflection book, book/movie reviews on amazon, etc.  Routman states, "the simple fact is we have to see ourselves as writers if we are to teach writing well." She goes on to discuss the need for students to see why we write and why good writing matters. 

As I reflected on this, I asked myself the question, "when did I become a writer?"  To be quite honest, it wasn't until I started blogging about 3 years ago.  Of course, I wrote whatever essays were assigned to me throughout school, dutifully following whatever criteria each of my teachers graded on and managed to get A's.  However, it wasn't until I had choice in what I was writing and wrote for an "audience" that I could get feedback from online by sharing their comments that I became excited about writing.  I recall the dread I felt having to think of what to write (in any class), however, now I am constantly adding to the list of topics I want to write about as I read new books and just experience life.  My list is long, because I think of the ideas, but don't have the time to write about all of them. 

This also makes me think back to how I taught writing in the classroom.  I'm sure I never really inspired my students to write, because I wasn't that excited about writing.  I taught lessons on the 6 Traits using picture books that our grade level agreed to use, and led students through grade level specific writing pieces.  I also used a 6 Traits program that consisted of packets of activities and writing prompts on each trait. As I think back to those packets, I think of how boring and meaningless it must have been for my students (let's face it, I was bored with it).

What I was missing, was my own realization that I am a writer and to share that with my students.  Routman suggests bringing in examples of your real-life writing to share with your students to show them that you are a writer.  You can easily share your reflection journal or a printed email with them without actually reading it to them.  In addition, you should model writing for your students using the same concept of a mini-lesson with a think-aloud that you do when teaching the literacy strategies.  One strong suggestion from Routman is to not only model writing in front of your students, but to do it "cold" (not rehearsed) so that they can see you struggle with it.  To let students see what "real writers" do as they think through what they're writing.  This concept was entirely new to me, as I can recall wanting to get my model writing piece "perfect" before I wrote so my students would see what was needed, however, it's the actual struggle that helps them learn.

As I read Routman's book I was also intrigued to learn about the process of writing to learn, especially since we know that writing across the content areas is huge in the common core standards.  Routman states, "writing enhances thinking and helps develop it."  I used to always think that I had to have all the information before I could write something, however, it is the process of writing that helps you figure out what you know and don't know. 

My reflection prompt for you: to think about yourself as a writer and how you can share it with your students:

• The next time you sit down to write, examine your process--do you just start writing, do you need to make an outline/web, do you need to talk it out first?  Do you write straight through? Stop to reread? Revise as you go? Look up information?  Apply what you do as a writer to teaching your students.

Photo Courtesy of Writing Talk

Monday Memo - Week of February 6

Great Things I Noticed Last Week:
*During a Daily 5 Check-In, one student said "I need to read-to-self again, because I just HAVE to finish the chapter I'm on!" (Reminds me how I feel when I know I really should go to bed!)
*When a class encountered computer issues while waiting for the SMI test to start, students began reading their books without even being told to do so.

*A 4th grade class held a "Mystery Skype" for digital learning day and then blogged about their experience:
-"we all worked as a team"
-"It helps us learn technology for the future.We might only use computers in the future."
-"One thing I learned was to be good at mapping. It also helps us with social studies."
-"Something I want to work on would be learning my regions better."




Events this Week:
Monday -  Mentors Meeting at 3:05
Tuesday - I will be gone with several staff members at an RTI Math Conference (can't wait to see what we will bring back to share with you all).
Wednesday - Data Day (5K AM/2nd PM)
Friday - Data Day (5th AM/4th PM)
(3rd and 1st Data Day is next Wednesday, February 15th)


"Nuts & Bolts" Notes:
*Please click HERE to vote for what you want to learn about in our next Tech Tuesday.
 *Did you do something interesting with your students last week for Digital Learning Day?  If so, please let me know so I can share it along with my list of other neat activities at the next School Board Meeting.

Tech Tips:
*Still wondering what Mystery Skype is?  Here's a blog post from a teacher in Massachusettes that explains it.

Friday Focus - February 3

Digital Learning Day -- What's the big deal?

Digital Learning Day (this past Wednesday) was a nationwide celebration of innovative teaching and learning through digital media and technology that engages students and provides them with a rich, personalized educational experience.  While digital learning should not happen just one day out of the year, it was a day to try something new, showcase success, kick off project-based learning, or focus on how digital tools can improve student outcomes.

Recently I overheard another educator (not from our district) say how irritated he was with hearing about schools getting all kinds of new technology and how they're "just flashy toys."  New technology can certainly be seen as a "toy," but if you fail to learn how they can be used for learning, you're missing out on a great opportunity.  We are in the digital age now and tech tools are not going away.
Here's a great youtube clip that sums up my thoughts on it (I didn't make it):


That being said, I'm always amazed at how willing you all are to try new things and incorporate technology to engage your learners.  I can remember years ago the hesitation about us purchasing 1 portable SMARTBoard, and now you all have them and use them frequently! Not only are the SMARTBoards used just to project for your students to see, but you're finding some of the neatest activities on your boards to have all of your students become active participants and be fully engaged in the learning process.

For digital learning day I spoke to the 4/5th grade classes about what it means to be a digital citizen.  We used to talk about what it means to be safe on the internet, but to be quite honest, the biggest concern these days seems to be what students are "putting out there" about themselves as they go on facebook, blogs or other message boards.  We often hear about middle/high school students getting themselves into trouble, cyberbullying, or just looking bad by what they are posting.  I believe that it's important for us to start teaching them at a young age that how they behave online is no different than how they should act in real life and that as they post things online for others to see, they are creating their "digital footprint."  My vision for our students is that we can continue to integrate technology and teach them foundational skills they will need to be digital citizens as they use the technology for learning as they move up through the grades.

If you're interested, here are the two video clips I shared with the 4/5th grade students.  I know it doesn't apply to our youngest kiddos, but I found them quite interesting myself!
Digital Etiquette
CyberBullying