Teachers in Action:
As we all know, the beginning of each new school year requires a great deal of time and effort to assess students. There are many people involved in this effort. DIBELS testing has been completed by Sharon Windhorst, Chris Hintz, LJ Garcia, Sarah Vance and Kathy Kulp. Melissa Garcia, Chris Hintz and LJ Garcia have completed the battery of Lindamood-Bell tests for numerous students. Mrs. Hintz is also working to administer NWEA to all students. John Noriega has worked to test students on sight words, putting in many hours in order to complete this task. Lori Cooper does a lot of work behind the scenes to make sure that databases are up to date and students are entered into the system so test data can be collected. Teachers make accommodations for students who are being pulled from their classrooms for testing at various times, making sure that they fill them in on any instruction they might have missed while they were gone. They also make adjustments to daily schedules to accommodate the NWEA testing schedule. Thanks to one and all for putting forth such a tremendous amount of effort to complete all these assessment. The more we know about our students, the more effectively we can provide the instruction and interventions they need to be successful. Thank you!
Students in Action:
This week at Haskin, students were troopers while being tested. Students were anxious about the testing, yet kept focused and engaged. During NWEA testing, the majority of our students took their time and made sure to put forth their best effort. One student exclaimed “I scored a 215 in reading! That’s my highest score ever!”
Student behavior in the cafeteria is improving daily. Teachers who do not have duty are able to drop off their students at the cafeteria. The children are waiting in line patiently and respectfully. Working out the kinks of a new system has presented challenges, and children are meeting those challenges and responding positively.
Last week we heard from some concerned students regarding the litter on the playground. Some fifth grade students are working on creating a playground advocacy group that will have students taking 5 minutes of their playtime to pick up trash each recess. What a tremendously responsible group of students!
Student behavior in the cafeteria is improving daily. Teachers who do not have duty are able to drop off their students at the cafeteria. The children are waiting in line patiently and respectfully. Working out the kinks of a new system has presented challenges, and children are meeting those challenges and responding positively.
Last week we heard from some concerned students regarding the litter on the playground. Some fifth grade students are working on creating a playground advocacy group that will have students taking 5 minutes of their playtime to pick up trash each recess. What a tremendously responsible group of students!
Core Beliefs in Action:
“Our purpose is to increase academic achievement for ALL students.”
How does this core belief manifest itself in the day to day work we do? Looking at data and making instructional and grouping decisions based on the data demonstrates an understanding that students can and will learn if they receive instruction that addresses their needs. Monitoring progress and regrouping when necessary, also helps accelerate student learning.
Increasing student engagement is a goal because it also impacts this Core Belief. Think back to our Kagan training and reflect on the differences we discovered between Teacher A (asks a question; calls on one student to answer), Teacher B (has students interact with each other, but fails to structure the interaction sufficiently to ensure that all students participate equally) and Teacher C, the teacher who thoughtfully utilizes structures that ensure that each student is actively involved and accountable for the work at hand. These structures include Positive Interaction between students, Individual Accountability for each child, Equal Participation on the part of every student and Simultaneous Interaction between them. This does not happen by accident, and it requires continual reflection by the teacher to both plan for the use of these engagement structures, as well as monitor how well the PIES of the Kagan structures are in place.
It is evident from the ACTIONS of the staff of Haskin that achievement for ALL students is a goal we are working toward each day. Grouping students to provide them with the instruction they need and engaging all students throughout every lesson are two of the ways we are working to achieve this goal.
We are looking forward to another wonderful week at Haskin!
How does this core belief manifest itself in the day to day work we do? Looking at data and making instructional and grouping decisions based on the data demonstrates an understanding that students can and will learn if they receive instruction that addresses their needs. Monitoring progress and regrouping when necessary, also helps accelerate student learning.
Increasing student engagement is a goal because it also impacts this Core Belief. Think back to our Kagan training and reflect on the differences we discovered between Teacher A (asks a question; calls on one student to answer), Teacher B (has students interact with each other, but fails to structure the interaction sufficiently to ensure that all students participate equally) and Teacher C, the teacher who thoughtfully utilizes structures that ensure that each student is actively involved and accountable for the work at hand. These structures include Positive Interaction between students, Individual Accountability for each child, Equal Participation on the part of every student and Simultaneous Interaction between them. This does not happen by accident, and it requires continual reflection by the teacher to both plan for the use of these engagement structures, as well as monitor how well the PIES of the Kagan structures are in place.
It is evident from the ACTIONS of the staff of Haskin that achievement for ALL students is a goal we are working toward each day. Grouping students to provide them with the instruction they need and engaging all students throughout every lesson are two of the ways we are working to achieve this goal.
We are looking forward to another wonderful week at Haskin!