Friday, January 13, 2017

January 13

January 13
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Donjulie Aranha is from Nassau, Bahamas. A place she tries to visit regularly to see family, friends, feel the cool ocean breeze, place her toes in the white sandy beaches, and gaze upon the crystal clear water. Donjulie graduated with her school psychology degree from Andrews University in Berrien Springs, Michigan; a State she affectionately calls, the Artic! She moved to Northern California in 2014 from Yakima, Washington. Donjulie has worked in Washington, Indiana, and Michigan, as a school psychologist. Before embarking on the adventure of being a school psychologist, Donjulie worked as a teacher both at the elementary and middle school level. In her own words, “Teaching was the only job, where I never felt that I was working! I loved teaching and loved the kids!” She first started to realize her passion and love for teaching, when she worked as a Registered Dietitian for the University of Florida. It was during her time there that she decided to leave her job and join the field of education. For her education is more than a job, it is a calling. Donjulie enjoys traveling, listening to music, reading a good book, and dreaming up new adventures. Currently, she is trying to learn to play the guitar, reading The Paradox of Choice, and thinking about the possibility of a cruise to Alaska!

Great way to celebrate the growth your students make on MAP. Thank you Mrs. Whan for sharing!! 



As a Principal, I'm always looking at data and looking forward to our Academic Conferences.  Teachers come in my office and we sit down and have quick reviews of each student.  Students that are in intervention are closely monitored for progress. Students not making sufficient progress are discussed thoroughly.  Students not in intervention and not making gains in the classroom are added to intervention.  Each student in intervention has specific goals set for them.  If the student does not make the goal, they cannot exit intervention.  When a student does exit, we monitor them for several weeks to make sure they do not fall behind.  

This is an example of a MAP data wall in Mrs Whan’s classroom. Great visual for students.
Here is an example of student’s graphing their own data.  This allows them to be more involved in the process.  They understand what the goal is and what they need to do to make it.


Having data meetings and individual meetings with students helps students and teachers track progress.  Research has shown that when students track their own data, their gains are even higher.  Students that track their own learning is a 21st century skill that students need.  It teaches them responsibility for themselves and gives them confidence in their learning. 

Not only are students tracking their data...this is true for teachers.  
Teachers use data to change their instruction.
Teachers use data to improve learning.
Teachers use data to learn strengths and weaknesses.

Data should always be meaningful, useful and presented in a way that is easy to understand.  Successful schools use data often.  How do you use data in your classroom?



Our CELDT data:
Overall our AMAO 1 dropped to   -18.50% our target was 63.5% and we got 54%
We did make AMAO 2 for those students who are EL and have been in the cohort less than 5 years. YEAH!!!
We had 32 students take the CELDT test. We had 7 initial, 10 students gained in overall proficiency level, 13 stayed the same and we had 2 students drop in proficiency. We did a great job with 10 of our students growing and only have 2 drop. Our numbers are so low that EVERY student counts! 

Some feedback from the teachers who helped administer the test:
Our lower scores are in reading and writing because that is what we saw while testing.  I'm hoping with the writing focus that this will improve, but the reading. Many students still had trouble with decoding and using other strategies to figure out words. From what I've read of late, fluency development will give us the most bang for the buck. It involves expanding site words and content specific vocabulary and is comprised of small passages which they see on the test. While I was testing, I also realized how speed had a negative impact on accuracy as well, due to decoding, especially multi-syllabic words. 




Great Kindness Challenge Jan. 25-29


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Please make sure you turn in your receipts to parent club. All receipts NEED to be turned in by the end of February. No late receipts will be accepted.

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Academic Conferences Coming Up:

BRING THESE ITEMS:
  • student fluency sheets for those students who are below reading
  • data analysis that you have already done(SBAC, MAP)
  • Formative data analysis- already done and how you use this to drive your instruction- bring evidence
  • How are you using NEU goals in your classroom?
  • AR reading levels
  • intervention groups/what are you using
  • Print out of STAR reading goal points- the class list


Observable Fish Moments at SV:
Be There:  When people need you, they need you.  Setting aside distractions and judgements to be fully present is a sign of respect.  It improves communication and strengthens relationships.
Play: You can be serious about your work without taking yourself too seriously. Play is a mindset more than a specific activity.  It allows you to throw yourself with enthusiasm, creativity and CURIOSITY, into whatever you are doing, in a way that is natural, not forced.  “Playing” with ideas helps you find solutions to everyday challenges.
Choose your attitude: To actually choose how you respond to life, not just react, you must be intentional.  Ask yourself throughout the day, “What is my attitude right now? Is it helping the people who depend on me? Is it helping me to be most effective?”
Make Their Day:   Simple gestures of thoughtfulness, thanks and recognition make people feel appreciated and valued.  When you make someone feel good, you feel good too.

THROUGH THE FISH PHILOSOPHY, WE BUILD STRONGER RELATIONSHIPS WITH THE PEOPLE WE WORK WITH, THE STUDENTS WE TEACH AND THE PEOPLE WE LOVE.
HAPPY NEW YEAR TO EACH OF YOU - I APPRECIATE AND RESPECT EACH AND EVERY ONE OF YOU.

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