Weekly Update: May 30, 2017

I hope that you enjoy a fantastic long weekend. Make sure you wear your sunblock for your field day, rehearsal, field trip or other outdoor activities this week. Thanks for your hard work creating these opportunities for our students.

Staff Meeting:

We do not meet as a staff this week. You might use your time to meet with your new grade level team, work on report cards etc.

Summer Academy:

Summer Academy is June 7th and 8th (Wed and Thurs) attend both days or just one. Click here to see the brochure.

Shared Leadership:

Shared Leadership meets Tuesday, May 30th at 2:40 in room 23. All are welcome to join us.

Bottled Water:

The District requested that all South Bay Schools (including Emory) have their water tested. We have NOT received the results from the water testing here at Emory yet. Out of an abundance of caution, the District has made bottled water available in the cafeteria at breakfast and lunch, on the playground during recesses (we will keep a supply in the ball room) and in your classrooms. Students MAY use the water fountains or they may drink bottled water. Click here to see the letter which was sent electronically to families on Wednesday.
Please email Eunice and Jenn when you have fewer than 15 bottles of water in your classroom and we will have Carlos deliver more to you.

Summer Shared Leadership:

I invite all interested colleagues to join us at summer Shared Leadership Meeting Monday, July 17 from 9:00-12:30. Agenda details to follow. You will be compensated for your time.

Professional Development/Teacher Prep Week:

You are due to return to work on July 18th. You will have Tuesday and Wednesday available for teacher prep. We will meet together as a staff on Thursday and Friday. I am awaiting details regarding the District Kick Off and will share them with you when available.

Summer Book Club:

Our Summer Book Club Books have arrived!!! Sharing Book Talking Science was selected to be our next read. If you are interested, stop by and let me know. We will meet to discuss the book on Monday, July 17th from 8:00-9:00 a.m. If anyone wants to host a summer book club meet up, please let me know.

 

Report Cards:

A report card provides a means by which to communicate student progress. In order to build consistency about student progress below you will find answers to frequently asked questions about scores and expectations from Jennifer Oliveira

Q: Sometimes my comments disappear. What can I do about that?

A: Using a text editor, like Word or Google Docs, is a good way to get your ideas out about your students, then copy and paste your comments to the report cards. If you leave the window open in the Illuminate report card, there is the possibility the application/website might “time out” and log you out prematurely. Make sure you SAVE often. 

Q: Do I have to complete a report card for students every trimester?

A: As a means of communication, the trimesterly report card provides important information for state and federal accountability as well as to a new school in the event a student moves. 

Q: How does it look if I’m using the Units of Study from Teachers College Reading and Writing Project?

A: All of the Teachers College Units of Study for Reading and Writing Workshop are aligned to Common Core State Standards. For the Reading Units, you can find the standards addressed in each session in this document, K-5 CCSS Correlation, which breaks down each unit and each session. For the Writing Units, on the first page of each session the standards are listed at the bottom of the page. They can also be found in the inside back cover of each unit. You can use a variety of resources to determine if your students are meeting grade level expectation in the standards. For example:

  • Reading and/or writing notebooks
  • Reading and/or writing folders
  • Learning progressions, checklists, and rubrics
  • Published writing
  • Running records
  • Post-it notes
  • Conferring and notes
  • Small group observations
  • Informal assessments
  • Formative assessments
  • Post-assessments


Q: I taught the 3rd grade units first, but I teach 4th, 5th, or 6th grade. How does that look on my report cards?

A: Your responsibility is to communicate how your students are doing with grade level standards. In the reading units, the first few sessions in Grade 3 Unit 1 are geared toward the Range of Reading and Text Complexity (RL and RI 3.10). You can look at that as you would normally and ask yourself “Has this student mastered that standard at our grade level (RL and RI 4.10, 5.10, 6.10)? How do I know?” This continuum will help you see each standard set for K-8. Look at the cluster and notice how your students are performing against the standards. The Reading Foundational standards apply K-5.

Q: Why do we need to grade ELD?

A: Besides communicating progress to parents, a score in English Language Development is an important part of our accountability to the state, used most recently in Federal Program Monitoring (FPM) this year.

 Q: Can I add something to Additional Learning Areas and Learning Behaviors?

A: An optional space is provided to add a score for an area you, your grade level or your site has agreed upon. The area must be established in the first trimester, and it cannot be changed. In order to be equitable, a team or school agreement can be made about what the field should say and how they are being assessed for each student.

 

Feedback SBUSD Learner Profile:

The future Ready Task Force would like your input on a Learner Profile For more information about how and why this was developed, watch this video Provide feedback via this survey.
Quote of the Week:
Image result for quotes close to the finish line

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