New and Updates!

Hello Coordinators and Principals ~ I hope this month’s blog finds you well!

March Title I Visitations ~ I look forward to visiting each of your schools the first two weeks of March. As a reminder, please find my visitation dates below. In addition, here is a general outline of discussion items. As always, please come with any questions you may have as this is a great time to get some answers! Please invite your principals to join! Title I School Visits Discussion Q’s (March 2014).

2/28: Laura
3/3: Aline and Cassidy
3/6: Terri, Jenny, Dayna and Robin
3/7: Carissa, Stephanie, Tana, Luann and Gloria
3/11: Corianne and Rhonda

Summer School: It’s time to begin thinking about Summer School. The program will be held from June 30-July 24! Detailed information will be coming soon. In the meantime, here is a general timeline and some deadlines to put on your calendar, as we get the student selection and registration processes underway:

March:
Schools will receive their summer school allotments
Forms will be distributed to Coordinators (incoming data, registration and parent letters)
March/April:
Schools identify students who will benefit from summer school and contact families
May:
Registration forms are due and confirmation letters sent to families

Summer School Specific Deadlines:
4/18: Send information letters and registration forms to families by April 18
5/16: Summer school registration forms to Linda by May 16
5/23: Confirmation letters sent to families by May 23
TBD: Summer school data forms to Linda

For the past two years, Wes Flinn has served as the Summer School administrator; thanks, Wes! With his new role as principal of Kelly Middle School, he is unable to commit to the program this year. The search for a new administrator is currently underway! Likewise, we will begin seeking to fill other staffing positions soon after spring break. In recent years, the teaching positions have been especially difficult to fill. If you, or someone you know, is interested in teaching summer school please make them aware of this upcoming opportunity; they will need to apply through NeoGov once a posting is on line. In addition, please ask them to email me so that I have a sense of who (and how many) is interested! Finally, because we focus on reading support, the teacher must hold a reading endorsement. In the event we are unable to locate enough interested teachers, who hold an endorsement, we may need to shift the primary focus of summer school to mathematics support. We really need your help in seeking teachers for summer school! Anything you can do will be greatly appreciated!

Mentor/Mentees: don’t forget, you’ve got extended contract time, along with two half days of sub release time, to work together! You can send extended contracts in, any time. If you’d like some extended time for more in depth discussions/work, please select “Title One” in Aesop to request a sub.

2014-2015 Title I Budget: During my January visits to each of your schools, I shared a brief update on next year’s budget. This update included an anticipated 10% reduction in Title funding to school districts. In addition, there will continue to be some required “set aside” funds to support our Title schools in improvement (Priority/Focus). As a result, individual schools should expect reduced funding as well. Please know that final allocations will likely fluctuate from this 10% figure based on changes in your enrollment and F/R percentages (December 1 figures are used to determine Title I eligibility/allocations) and the State’s actual allocation to the school district.

Title I allocations will be distributed in conjunction with HR staffing allocations, in April. The delayed distribution of allocations will result in a fairly swift turn around for determining Title budgets and staffing plans. To support you in this process, I will be setting up budget meetings with principals to review, and ultimately, approve school budgets. Principals, as has been done in the past, your Title budget must be reviewed and approved prior to submitting your staffing plan to HR. Bee has set aside some on my calendar for these meetings to occur. She will be in contact, soon, to begin scheduling a time for us to meet.

EA Extravaganza has been rescheduled for Friday, March 21 (8:00-11:35) at the Education Center in the auditorium.  This is a great opportunity for EA’s to receive quality professional development. There is no sign up for the Extravaganza, they just need to show up!  As a reminder, there is no additional pay for this day, so if an EA chooses to attend a training beyond their regular work day hours, it is strictly voluntary. You might consider shifting an EAs hours to fit around the extravaganza, as an option. Finally, because May 21 is a professional development/planning day in buildings, it is understood that many EA’s may already have plans/obligations to attend professional development at your site.  As such, EAs should check with both you (coordinator) and the principal before attending. Please see attached for PD offerings/times: EA Extravaganza 2014

Parent/Family Involvement Survey: On March 31, an electronic Parent Involvement survey will be opened to your families. In TAS, surveys should be given to those families whose child is receiving Title services. In SWP, all families should be surveyed. The survey window closes May 2. Please do your very best to ensure as many families as possible take the survey; we truly value their input as we continually strive to improve. Once the final survey is complete, Tami or I will send you an electronic copy for your preview. While our strong preference is that families complete the survey on line, we recognize the challenges that this may present for parents without Internet access. In these instances, some schools have elected to provide some families with a paper copy. Alicia then, graciously, entered all paper responses into survey monkey. With Alicia on maternity leave, we will not have the capacity to enter data for schools, this year. Therefore, if a school elects to distribute paper copies, we will need to collaborate on the best way to get this information tabulated and entered into the system.

IMPORTANT: Parent/Family Involvement Input from Site Council: With spring just around the corner, it’s time to begin gathering input from parents regarding Title services at your school. Attached, please find a set of questions for Site Council and the Eugene 4j Parent Involvement Policy. Coordinators and/or principals, please share the district policy AND bring these questions to an upcoming Site Council meeting and record feedback on the form. 
District Title I Parent Involvement Policy (English)
District Title I Parent Involvement Policy (Spanish)
Title I Site Council Parent Involvement Q’s 13-14

iPods and iPad Update: Now that Monica has distributed the first wave of equipment that was gathered from the dropped Title I sites, she is preparing to update iPods and iPads, if you have any. Remember, we need to be careful about updating apps in your iTunes for student iPods. Many of the updates are being made for iOS 7 and will not work on our iPods running iOS 6. If you download an app or update an app that only works on iOS 7, and need to restore an iPod, you will not be able to put that app back on the iPod.

Monica has been testing the apps you have in your different iTunes (from online) for iOS 6. She has a growing list of apps that will no longer work on our iPods. When she comes to your school, with her “mothership” to do your updates, she will give you a list of apps you do/don’t want to update. From this list, you can update your iTunes.

There has been an update to iOS 6 released since Monica distributed a number of the iPods back to you. She will conduct these updates when she visits your schools, as well. She can run updates much faster with the “mothership” than you can with your laptops.

To assist Monica in a smoothly run visit, you can help by gathering the Title iPods, from your participating classroom teachers, prior to your assigned day. She doesn’t need any cables, just the iPods. Monica will let you know if there is a change to the visitation schedule below:

3/4: Twin Oaks and Chavez
3/6: Awbrey Park and Kelly
3/13: Howard and Spring Creek
3/18: Family School and ATA
3/20: Holt, Willa-g and River Road

Using Children’s Books to Enhance Mathematics
In this article in The Reading Teacher, Allison Hintz and Anthony Smith (University of Washington/Bothell) suggest ways to use children’s literature to explain mathematics and make it vivid for students. The key steps, they say, are (a) choosing a good text, (b) exploring the text in a read-aloud and discussion with students, and (c) extending the text by getting students to explore ideas after the read-aloud is finished. Here are some books they suggest, along with the math links and suggested age-ranges:
Text-dependent:
Double Those Wheels by Nancy Raines Day – Doubling, counting by groups – Grades K-2
Equal Shmequal by Virginia Kroll – Equal and fair – Grades 3-5
Mummy Math: An Adventure in Geometry by Cindy Neuschwander – Geometry – Grades 2-4
Pete the Can and His Four Groovy Buttons by James Dean and Eric Litwin – Number recognition, counting back – Grades K-1
Tiger Math: Learning to Graph from a Baby Tiger by Ann Whitehead Nagda and Cindy Bickel – Data and statistics – Grades 3-5
Idea-enhancing:
Actual Size by Steve Jenkins – Estimation, measurement – Grades 1-3
The Doorbell Rang by Pat Hutchins – Adding on, counting up – Grades 2-4
Move Over Rover by Karen Beaumont – Adding on, counting back – Grades K-2
The Phantom Tollbooth by Norton Juster – Number sense, geometry – Grades 4-6
Ten Flashing Fireflies by Philemon Sturges – Fact fluency, combinations of ten – Grades K-2
Illustration-exploring:
Ancient Greece by Anne Pearson – Geometry, estimation, counting – Grades 3-5
Anno’s Counting Book by Mitsumasa Anno – Counting on by ones, groups – Grades K-2
I Spy a Dinosaur’s Eye by Jean Marzollo – Counting and cardinality – Grade K-2
Lonely Planet Not for Parents Extreme Planet by Lonely Planet – Representing and interpreting data – Grades 4-6
Shintauro’s Umbrellas by Marjorie Jackson – K-1
There Is a Bird on Your Head by Mo Willems – Addition and grouping – Grades K-2

Friendly Reminders

Don’t forget, all the Title forms and information can be found on the 4j website at:
http://www.curriculum.4j.lane.edu/title/

In addition, information regarding Indistar and the CAP (Comprehensive Achievement Plan) process can also be found on the 4j website at:
http://www.4j.lane.edu/instruction/title/indistar-and-school-improvement-planning/

Beyond the Bake Sale Book Study Chapter 5: Here is the assignment, due by our April 28 Coordinator/Principal Meeting. Coordinators, please share the book with your principals!
1) Read pages 81-84
2) In addition to reading pages 81-84, please read and come prepared to share a summary of your section:

Calendar Items

March
Week of March 3 and 10: Title school visits
Week of March 31: Suzy out of the office
April
4/18: Summer school letters and registration forms sent to families, by this date
4/28: Coordinator PD; 11:00-11:30 lunch/11:30-2:20 PD (Mozart)/2:30-3:45 Principal & Coord mtg (auditorium)
4/28: Beyond the Bake Sale reading due
May
5/16: Summer School registrations to Linda, by this date
5/23: Confirmation letters to families, by this date
5/19: CIP annual meeting (parents to attend)

Compliance Deadlines:

March: There are no compliance items due in March. However, I would recommend pacing yourself on the completion of your Program Review. Here is a suggested timeline for completing sections of the Program Review:
Sections 1-5 should be done
Sections 6-7 by the end of March
Sections 8-10 by the end of April
Sections 11-16 by the end of May

April: Compliance documents DUE at the 4/28 PD for submission to Penny:
1) Budget allocation for the 2013-2014 school year (you should have a copy of your current year’s budget in your notebook. Bee will make a copy for our book, at the Ed Center)

2) Budget allocation for the 2014-2015 school year (this should be completed and approved prior to 4/28)

May: Compliance documents DUE at the 5/19 CIP meeting for submission to Penny:
1) Professional Development Questions for the 2013-2014 school year
PD Questions SWP 2013-2014
PD Questions TAS 2013-2014PD

2) Professional Development School and Title I Plan for the 2013-2014 school year
PD Activities for the School (TAS_SWP) 2013-2014

3) Parent Involvement Questions
Title I Parent Involvement Q’s 13-14

June:
Program Review Document: Completion of this document has been broken down into two parts in an attempt to make the work a bit more manageable. Be sure and include your Site Council (parents) in this process; you will want to speak to your administrator about getting on the SC agenda in the months ahead. Due to the enormity of the document, you may want to consider dividing the work over two SC meetings. Please find the documents below:

Annual Title I SWP Program Review 2014
Annual Title I TAS Program Review 2014

As a reminder, here is a SAMPLE Program Review with notes and sample paragraphs you can reference as you work to complete your own review. Title IA Program Review SAMPLE

What’s New?

Students must be KNOWN and VALUED in order to be successful!

By January, my role serving as interim principal at River Road should be complete. As such, I will be resuming my work as Federal Programs Administrator, full time, following winter break. I’ve appreciated your patience as I have juggled two jobs this past month; Thanks for your support and understanding!

Title I School Visitations: I will be visiting schools the week of January 6. Specifically, visitations will take place on 1/7, 1/9 and 1/10.  Visitation sign ups will take place during the 12/3 PD and/or the 12/9 training. This is an opportunity for us to visit about your program and address any questions you may have. Specifically, I will want to review  your notebook (documents), look at your schedules, discuss your delivery model/program and hear about your role in Data Teams . I am also interested in your SMART goals and would like to know how I can be of support! Here is a draft of they types of things we may be talking about (Title I School Visits Q’s (Jan. 2014).

SIP Expiration Year: Here’s what I’ve got; please let me know if there are any errors! The highlighted schools should be working on revising their school improvement plan, this year. As such, these schools will be using the Indistar tool to do so. Rather than a SIP, these schools will develop a Comprehensive Achievement Plan (CAP). I will be working with these schools to help move them through this process. Don’t worry, I will provide whatever support you may need!

• Howard: 2015-2016
• Holt: 2013-2014
• Willa-g: 2014-2015
• Awbrey: 2014-2015
• McCornack: 2013-2014
• Chavez: 2013-2014
• Spring Creek: CAP 2015-2016
• River Road: CAP 2015-2016
• KMS: 2013-2014
• Family: ?? need exp. date
• ATA: 2015-2016
• Twin Oaks: 2013-2014
• Village: ?? need exp. date

Mentor/Mentee Program: How’s it going? I hope you’ve taken some time to meet and/or connect on a regular basis!

Coordinator Friday at 4 Invitation: The next gathering is December 13 (The North Bank). In November, we have a few Coordinators hang out and enjoy some good conversation. Come if you can!

Expectations for Extended Learning with Technology: I know you have been working with Monica on getting your equipment set up, running and distributed to your teaching partners. Attached (Ext Learn 13-14), please find a one-page document that provides some basic expectations for using these digital tools. Be sure and share this document with your teaching partner(s). As a reminder, the purpose of the Extended Learning with Technology Project is to provide, and help sustain, additional reading and math intervention services for our Title I students scoring below the 30^th percentile.

Teachers using the equipment will be asked to collaborate with one another, at their building sites, 2-3 times a year to share ideas, reflect, problem solve, offer support, etc. The purpose of this collaboration is to strengthen the use of technology, increase sustainability and positively impact the achievement of our most struggling learners.

Finally, you (as Title Coordinator) should maintain an awareness of who has what. Far too much equipment has been lost/stolen, so it is important there are periodic check points and the whereabouts of the equipment is tracked. We have made claims to recoup lost/stolen items. However, this is a labor intensive process and we don’t get replacement costs, but rather, we receive the actual cash value – which is often less. Thanks for your attention to this important matter!

Do the Math CDs:  The new CDs for the division modules (this was the bad batch of CDs) should be shipped by mid December. Once we receive them, they will be sent out to schools right away. The other issue with the CDs had to do with the operating system. Scholastic’s product manager is working on this issue and should be in direct contact with us regarding a resolution of this concern.

Fastt Math/Fraction Nation Training: This training will take place on 12/3 (8:00-3:30 in the Auditorium; location change). You are asked to please bring your laptop, charger and a set of headphones for your personal use. Please mark your calendars and select “Title One” in Aesop when scheduling a sub! Title funded, certified staff, who deliver math interventions (those that attended Do the Math) are welcome to join this training, as well as Go Solve, if they like.

Go Solve Training is set for the morning of December 9, 8:00-11:15ish (Tower Room), prior to our regularly scheduled Coordinator PD.

Student Profiles: Student profiles, in Quickbase, should be current no later than January 17. Matt will generate a Quickbase Report Summary, mid-year (January), which will allow me to review the status of each schools’ profiles (are all student profiles current? For example,  has the below information been completed and entered into Quickbase, is there documentation of on-going data team notes for those students discussed during meetings, etc.). Individual student profiles must be printed and filed in student folders/binders in June (whatever your method of organizing student profiles).

• Title I is checked for all students receiving Title services
• Parent notification is checked (if sent)
• Compact is checked (if returned/signed)
• Notes entered

Math Resources: The District is happy to offer another resource for mathematics instruction to use as you see fit.  We now have access to the Investigations Online ‘Student Edition’.  It is simply an electronic version of the student workbooks you now have.  To get the access codes for your grade(s), go to the 4J Teacher Resource Page: http://www.curriculum.4j.lane.edu/. On the black navigation bar select ‘Math’.  On the right click ‘Elementary’.  In the dropdown you will see a link for ‘SuccessNet Info’.  There you will find all of the access codes.  The new item is named ‘Student Edition’.  For teachers that haven’t used successnet for awhile, please note that there are some helpful tips located on the top of the SuccessNet Info page.

CCSS Alignment with HM/Treasures: This summer, a team of K-5 4j teachers worked on reviewing our reading curriculums (HM and Treasures) and their alignment to the Common Core State Standards (CCSS).  Summaries of their findings are now posted by grade level and curriculum on the website.http://www.curriculum.4j.lane.edu/ela/# (go to Reading > Curriculum and then your grade). If you have any questions feel free to contact any elementary SDS.

Beyond the Bake Sale reading: Please read your section by our 12/9 PD.

CCSS Resources: There are resources available on the ODE website to assist in communicating with parents about the Common Core. The Parent Toolkit includes materials, many in both English and Spanish, to assist in talking with your parents and communities about the shift to the common core. These materials may be helpful as you consider Parent Involvement!

Resources include:
·         Three Minute Video Explaining the Common Core State Standards
·         Why the Common Core
·         What does the Common Core mean for my student?
·         What do Parents Need to Know?
·         CCSS Parent Guides by Grade
·         Frequently Asked Questions about CCSS
·         Parent’s Backpack Guide to CCSS (K-5)
·         What Parents Can Do to Help their Children Learn

Also, on the District Resource page there are guides for administrators on hosting parent or community meetings on the Common Core. The PowerPoints and handouts for these meetings are now also available in Spanish. In addition to the resources listed above, the National PTA has produced a parent flyer on the Common Core and the Smarter Balanced Assessments which will soon be added to our online resources.  This flyer provides more details about the standards, the transition to the new assessment, examples of test items, and information on what parents can expect. These materials are provided as a resource.  Feel free to use whichever pieces best meet the needs of your parents and communities.

Ideas on ADHD: In this Harvard Education Letter article, Laura Pappano describes how Colorado teacher Kartal Jaquette organizes his third-grade classroom so students with ADHD can succeed:

• His mindset is that if some students are confused, it’s his fault.
• When he is addressing the whole class, he sets a timer and tries to speak less than eight minutes.
• He keeps the pace of the class moving to convey urgency.
• He’s particularly conscious about giving complex directions. “There is no fun way to do directions,” he says. “But you need directions.” To deal with this challenge, Jaquette uses routines – for example, right after recess, students always have a “Do now” math problem to write in their journal and solve, and then four students are called up to the board to explain their work.
• Homework also follows a predictable pattern: “Every homework is on the same sheet,” he says.” It is the same color; it goes in the same folder.” And it’s always available online if students forget it.

“I am the one who is in control of balancing attention spans in my class,” says Jaquette. “I view ADHD as a tendency we can all have.”

Professional Development AND Principal/Coordinator Meeting on 12/9: Agenda attached (please share with your principal). As a reminder, I will send the agenda, again, as the PD draws near:  Title Coord. PD_Meeting 120913A

Calendar Items:

December
12/3: Fastt Math/Fraction Nation rescheduled training (8:00-3:30)
12/9: Compliance documents, year-t0-date are due (see below)
12/9: Coordinator PD (8:00-2:30; Go Solve in Tower and regularly scheduled PD in Mozart); Beyond the Bake Sale reading assignment is due Beyond the Bake Sale book study rdg
12/9: Principal/Coordinator meeting (2:30-3:45) NOTE time change of an additional 15 minutes, barring space availability
12/13: Coordinator Friday at 4; The North Bank
Week of Jan. 6: Visits to Title schools

Compliance Deadlines:

The following compliance documents are DUE no later than December 9. Penny will be available to collect documents during our PD, on this same date.

1. Current School Improvement Plan, with updated goal sheets attached (math and reading, minimally)

• Goals template 13-14

2. Comprehensive Program Design (NOTE: Reid and Raquel will help create the instructional need being addressed, the strategy and/or curriculum, the research-based principle and the research source for Do the Math and The Comprehension Toolkit).

• SWP Instructional Program Design 13-14
• SAMPLE SWP Instructional Program Design 13-14
• TAS Instructional Program Design 13-14
• SAMPLE TAS Instructional Program Design 13-14

3. Assessment Form

• Assessments Form 13-14

4. Attestation

• Bee has sent principals the necessary forms requiring administrator signatures, attesting Title funded staff are/are not HQ.

January:

1. Bee will be sending out semi-annual certifications in January. These certifications are done twice a year (January/June) and document those staff that are 100% paid for using Title funds.
2. There are no other items due in January. This is a great time to get caught up, if you are a bit behind.
3. Ensure Quickbase entries are current no later than January 17:
   • Title I is checked for all students receiving Title services
   • Parent notification is checked (if sent)
   • Compact is checked (if returned/signed)
   • Notes entered

By the end of January, you should be current with all your compliance documents.

Happy November!

November Visits: Due to some significant shifts in my calendar next week, I am going to have to ask for your grace and flexibility as I will need to reschedule my November visits. I anticipate rescheduling visits sometime before winter break as I want to get out to your schools as soon as I can! I was really looking forward to our visit, so again….please accept my apologies. Some of you had specific items you wished to discuss during our visit. I don’t want to lose these questions, so please feel free to email your questions. I am happy to respond via the phone, if you prefer, as I know sometimes it’s just easier to chat! If so, please share a contact number and I will give you a ring! Please look for an email from Bee regarding signing up for a new date/time. Also, I will be sending a copy of your updated “notebook checklists” that Penny has completed, based on the items you have submitted. These should be coming next week! Please check for accuracy and let Penny know of any discrepancies. It’s important to keep current on submitting your compliance documents, so if I can be of support, please let me know.

BE 212! At 211 degrees, water is hot. By increasing the water temperature one degree (212), water boils. When water boils, it produces steam….and steam can power a locomotive! So, with a small increase in temperature, we can produce enough energy to move nearly 200 tons! My motto for the year – be that one extra degree; be 212!!

Principal/Coordinator Meeting Minutes for September 30th: Attached, please find minutes for our Title Coordinator/Principal Meeting (093013M). Please print these minutes and include them in your Monitoring Notebook – there should be a tab for agendas/minutes located in the front of your binder. Thanks!

Coordinator Friday at 4 Invitation: Last spring, the idea of scheduling Friday at 4 gatherings for our Coordinator group was suggested as a way to stay connected, support one another and….most of all, have fun! I think it’s a great idea, so I have selected some dates to get us through December. Due to busy schedules, attendance will be hit and miss. Mark your calendar and come when you can!

• November 15 (BJ’s at Valley River Center)
• December 13 (TBD – suggestions welcome)

DO THE MATH “This and That”!
Do the Math Assessments and Accommodations: A good question was raised regarding student use of accommodations (ie number lines, number charts, etc.) when taking the assessments. According to the Math Solutions Representative, she said to use your professional judgement and that it really depends on what you want to find out. You could use it as an opportunity to see what strategies kids use when grappling with problems if they have access to math tools. This will tell you if they have moved from the symbolic to abstract representations. On the other hand, since students will not be able to use the accommodations on Smarter Balanced it may be a good opportunity to see what they know without the tools.

More Do the Math News: If you are having trouble opening your Teacher Space CD roms, don’t despair! The publisher is sending us updated CDs that will operate on our current operating system. In the meantime, all paper copies of the assessments are located in your teacher manuals, so you can go ahead and get started. Also, the Number Core CD does work!

Do the Math +/- Module C: The modules we purchased were a part of an Rti (IIPM) package. At the time of purchase, Scholastic reps indicated that when using this package, students could move from +/- module B to multiplication module A as +/- module C is using the same strategies, but with larger numbers – module A and B build the foundational skills. According to the rep, C is considered an extension of the grade level and that it may be appropriate for students to move from +/- module B to multiplication module A.  Regarding multiplication module C, this module has been defined as aligning with 4th/5th grade core. I hope all this make sense? I am currently looking into cost and funding availability  for +/- module C.

Parent Workshop Materials: To assist schools and districts in communicating with parents about the Common Core, ODE has designed Parent Workshop materials  to help facilitate a parent/community meeting. These materials, adapted from the New York Department of Education, provide some common, consistent language to help address parent and community questions or concerns about the changes currently underway in Oregon schools. Click on this ODE link to learn more. You will find agendas, an easy to use powerpoint, easy to read handouts, FAQs and more!

GoTo Meeting for Compliance Documents due on December 9: There will be an optional GoTo Meeting on November 14 @ 3:00, for those Coordinators interested in reviewing the documents due on December 9. Electronic invitations will be sent out a few days prior to the “meeting”. The meeting is strictly optional and is designed as a support for those who feel it would be beneficial. More experienced Coordinators are welcome to join the meeting to experiment with the GoTo tool and provide their own insights to the newer Coordinators!

Fastt Math/Fraction Nation Training RESCHEDULED: This training, originally scheduled for 10/25, has been rescheduled for 12/3 (8:00-3:30 in the Tower Room). You are asked to please bring your laptop, charger and a set of headphones. Please mark your calendars and select “Title One” in Aesop when scheduling a sub!

Go Solve Training is set for the morning of December 9, 8:00-12:00, prior to our regularly scheduled Coordinator PD.

Student Profiles and Quickbase: As you may recall, last year you and/or your ESCs flagged students in Quickbase who you anticipated continuing on with interventions and progress monitoring. Matt has “rolled over” these flagged students so the creation of a new Intervention Profile form is not required.  Matt has archived this information and you should have a fresh profile form for the students “rolled over” and you can begin entering this year’s data/information.  Rest assured, last year’s data is not gone, it is archived. Matt is creating a link, in Quickbase, from which to retrieve archived information on students.

Matt will generate a Quickbase Report Summary, mid-year, which allows me to review the status of each schools’ profiles (are all student profiles current? For example,  has the above information been completed and entered into Quickbase, is there documentation of on-going data team notes for those students discussed during meetings, etc.). Individual student profiles must be printed and filed in student folders/binders in June (whatever your method of organizing student profiles).

Beyond the Bake Sale reading:

Percentile vs. Percentage: Distinguishing between percentage and percentile can be confusing! Here are a few simple definitions/examples:

A percentage is simply a representation of a proportion out of 100. For example, if a student answered 8 out of 10 questions correctly, she would have scored 80%.

A percentile is a statistical measure of distribution. For a given set of data, it is the level below which a certain percentage of the data falls. For example, if you score in the 72nd percentile on an exam, it means you scored higher than 72 percent of all the people who took the same exam— regardless of what your actual score was.

Another set of definitions: A percentage score indicates the proportion of a test that someone has completed correctly. A percentile score tells us what percent of other scores are less than the data point we are investigating.

In other words, percentage correct gives us information about how an individual performed on a test; whereas, percentiles give us information about how that score compares to the scores of other test takers.

easyCBM reading scores are reported in percentiles. For example, a student who scored in the 45 percentile, on a particular measure, scored higher than 45 percent of all students who took the same measure. The average percentile is 50, but students who are average can range from the 30-70 percentile. When determining Title services, we are looking to serve students scoring below the 20th percentile. The number you see on the easyCBM report is the students raw score, or the actual correct responses. If you hover over the raw score, the percentile will appear. Also, there is a box you can click that will show both the raw score and the percentile. Hope this helps, at least a little!!

ARTICLE: Mindsets About Failure and Effort (Originally titled “Afraid of Looking Dumb”)
In this thoughtful article in Educational Leadership, former teacher and principal Mark Jacobson describes one of his second-graders telling him she wasn’t smart at math, was afraid of being teased, and mistrusted her teacher’s reassuring words. “Do you want to change?” he asked. “Yes, but how?” she replied.

The key with students like this is changing the way they think about ability, says Jacobson. The goal of students fortunate enough to have a “growth” mindset (Carol Dweck’s term) is to get smarter. If they’re having difficulty, they work on a better strategy. But the goal of students who have the “fixed” mindset is to look smart. For them, being in a classroom is like stepping onto a stage with all eyes on them. “The teacher owns one of the most important pairs of eyes,” says Jacobson. “Fixed-belief students concern themselves with their teacher’s every glance. They see the teacher not as a facilitator and resource for their learning but as a rewarder and punisher, as a judge and critic.” These students constantly ask themselves, “Am I good enough? Am I smart? Am I right? Did I make a mistake? How will others see me? Does my teacher like me?”

“As long as students are driven by what others think of them, they’re focused on the external,” says Jacobson. “We teachers need to turn them inward, to refocus their attention on their own effort and abilities.” If a student mutters the answer to a question and the teacher says, “What?”, the student may say, “Never mind” or “I forgot.” These students may rebuff an offer of help, afraid that accepting it will make them look incompetent, or they may become dependent on the teacher and stop trying. They tend to be overly sensitive to mild criticism or body language. “I think I’ll throw this away,” said one of Jacobson’s students after classmates offered some suggestions on her story.

“We always ask students to try,” he says, “especially when they believe something is really hard. However, for some students, ‘hard’ means ‘impossible.’” Here are his suggestions for getting students to believe that effort really can make them smarter:

Have students rate how hard they are trying. Jacobson routinely checked in with his students, asking them to self-assess on a 10-point effort scale and push themselves to try harder.

Give better feedback. General praise like “Good job” is hollow and ineffective, says Jacobson. Feedback should be specific to the tasks or concepts being taught and reinforce incremental progress. “That was a good start, Jeffrey,” a teacher might say and encourage the student to keep going.

Ask questions that don’t have right/wrong answers. Foster deeper thinking rather than speedy responses and stress accountable talk.

Engage the disengaged. “Adrian, are you with us?” a teacher might ask in the middle of a discussion. “What are you thoughts?” The entire class can be enlisted in encouraging participation, effort, and risk-taking.

Investigate mindsets. Jacobson did some action research in his second-grade class and found that half of the students had the fixed mindset. Teachers should reflect on their own mindset and how it manifests itself in school – and outside.

“Afraid of Looking Dumb” by Mark Jacobson in Educational Leadership, September 2013 (Vol. 71, #1, p. 40-43); www.ascd.org; Jacobson is at mjacob47@yahoo.com.

DATES TO REMEMBER:
November
NO professional development or principal/coordinator meeting
Week of Nov. 4-8: Title school visits; Visitation Schedule (Nov. 2013) CANCELLED
11/8: Compliance documents, year to date, are due (please send these to Penny)
11/15: Coordinator Friday at 4 at BJ’s

The below listed compliance documents are DUE to Penny no later than November 8. There are no Title PD’s or meetings in October/November, so paperwork will need to be printed and sent to Penny via inner-district mail. You are welcome to drop by the Instruction Department if that is more convenient. Coordinator Resources may be found at this link.

Targeted Schools (TAS)

• Copy of Targeting Sheets, by grade level
• Priority list of identified students
• Copy of parent notification of services, including a copy of the “exit of services” letter

School Wide Schools (SWP)

• Copy of parent notification of services
  • Exit Letter (sample)
  • Initial Notification Letter (sample) 13-14
  • Initial Notification Ltr (sample; shorter version)

Both TAS and SWP

• Criteria for Services
  • Criteria for Services (TAS) 13-14 
  • Criteria for Services (SWP) 13-14
• Student Profile form (sample from Quickbase – redact student name) Student Profile Sample
• Copy of both the school’s master instructional schedule and intervention schedule
• Copy of both the EA’s and Title teacher schedules EA Schedule (SAMPLE)
• Copy of the school Compact
  • Compact SAMPLE (English)
  • School_Parent Compact SAMPLE TEMPLATE
• Copy of your Data Team/IIPM annual meeting schedule
• Copy of one set of Data Team/IIPM meeting minutes, including an agenda

December
12/3: Fastt Math/Fraction Nation rescheduled training (8:00-3:30)
12/9: Compliance documents, year-t0-date are due (see below)
12/9: Coordinator PD (8:00-2:30; Go Solve and regularly scheduled PD); Beyond the Bake Sale reading assignment is due Beyond the Bake Sale book study rdg
12/9: Principal/Coordinator meeting (2:30-3:45) NOTE time change of an additional 15 minutes, barring space availability
12/13: Coordinator Friday at 4; Location TBD

The following compliance documents are DUE no later than December 9:

• Current School Improvement Plan, with updated goal sheets attached (math and reading, minimally)
  • Goals template 13-14
• Comprehensive Program Design (NOTE: Reid and Raquel will help create the instructional need being addressed, the strategy and/or curriculum, the research-based principle and the research source for Do the Math and The Comprehension Toolkit). If you are using Indistar and are creating a CAP rather than a SIP
  • SWP Instructional Program Design 13-14
  • SAMPLE SWP Instructional Program Design 13-14
  • TAS Instructional Program Design 13-14
  • SAMPLE TAS Instructional Program Design 13-14

• Assessment Form
  • Assessments Form 13-14

• Attestation
  • Bee will send principals the necessary forms requiring administrator signatures, attesting Title funded staff are/are not HQ. These will go out the first part of December!

What’s New?

THE MARCH PRINCIPAL/COORDINATOR’S MEETING
HAS BEEN CANCELLED

2013-2014 Title I Budget: During my January visits to each of your schools, I shared a brief update on next year’s budget. This update included an anticipated 10% reduction in Title funding to school districts, in addition to some required “set aside” funds to support our Title schools in improvement (Priority/Focus). As a result, individual schools should expect reduced funding as well. Feel free to calculate a 10% reduction of your current budget for a rough estimate of what to expect next year. If the reduction is closer to 5%, this will be good news. Please know that final allocations will likely fluctuate from this 10% figure based on changes in your enrollment and F/R percentages (December 1 figures are used to determine Title I eligibility/allocations).

Title I allocations will be distributed in conjunction with HR staffing allocations, in April. The delayed distribution of allocations will result in a fairly swift turn around for determining Title budgets and staffing plans. To support you in this process, I will be setting up budget meetings with principals to review, and ultimately, approve school budgets.

Family Engineering and Parent Involvement Training with Mia Jackson: Thank you to those of you who completed the short survey inquiring about your interest in a training (there were 13 respondents). Eighty-five percent of respondents expressed an interest in having a training (11 out of 13). If you indicated a “no thanks”, and feel comfortable letting me know, please drop me a line.

Please mark your calendars for 5/13, from 1:00-5:00 for the training (this date/time received the most interest); this will take the place of our regularly scheduled Coordinator/Principal meeting on this same date. Extended contract will be offered, at a rate of $34.50 per hour, for time spent beyond your regular contract hours. PRINCIPALS are invited to attend and a book will be provided for each school!

Demo Event ~ four coordinators expressed an interest in hosting a demo event and seven coordinators would like to participate in the demo event to serve as further training. I will likely draw names to fairly select a school to host the event.

IMPORTANT: Parent/Family Involvement Input from Site Council: With spring just around the corner, it’s time to begin gathering input from parents regarding Title services at your school. Attached, please find a set of questions for Site Council and the Eugene 4j Parent Involvement Policy. Coordinators and/or principals, please share the district policy AND bring these questions to an upcoming Site Council meeting and record feedback on the form.  Please return completed forms to Bee no later than Friday, May 10.
District Title I Parent Involvement Policy (English)
District Title I Parent Involvement Policy (Spanish)
Title I Site Council Parent Involvement Q’s Spring 2013

IMPORTANT: Parent/Family Involvement Survey: On April 1, an electronic Parent Involvement survey will be opened to your families. In TAS, surveys should be given to those families whose child is receiving Title services. In SWP, all families should be surveyed. The survey window closes May 10. Please do your very best to ensure as many families as possible take the survey; we truly value their input as we continually strive to improve. Attached are the questions that will be included in the survey; you will notice some changes. Annual Title I Parent Survey (spring 2013)

PRINCIPALS ~ please mark the date to join your Extended Learning w/Technology Team, on May 7th, to view presentations on the learning/work teachers have been doing regarding the use of technology to support student learning in math and reading. We have focused primarily on ipod touch applications, google doc forms, and the use of Edmodo in the classroom. Presentations will run from 8:30 until approximately 10:00 and will be held in the auditorium.  Coordinators ~ attached, please find the expectations for developing your presentation Ext Learning Presentation Expect. 12-13

School Visitations Schedule for March/early April: If a conflict in your scheduled time arises, please contact Bee and she can work to find an alternative time for us to meet. PRINCIPALS ~ please join our meeting, if you can!! March_April Visitations 2013

Teaching Children in the Crisis of Poverty: You may recall Mary Walston (our presenter) mentioning a self-evaluation to help determine your teaching style ~ is your style more “oral” based or “print” based? As a reminder, we learned that students in poverty tend to be more “oral” learners. Attached is the short self-evalution from Mary; check it out!
Oral/Print Communication Self-Evaluation

Summer School: I am please to share that Wes Flinn will be serving as the Summer School Administrator again this year! Summer school allotments will be shared later this month, as an FYI. You can expect registration forms in mid-April with a return due date the first part of May (specific dates will determined as the time draws near). Stay tuned for more information in the weeks ahead!

Electronic Student Profiles: Matt and I had a chance to review the summary reports. I will bring these reports with me during my March/early April visits and share the findings with you! Overall, you are doing a very nice job of ensuring data is entered and current ~ keep up the great work!!

Collaborative Practice Lesson Study Teams: I trust all is going well and you are out of the starting blocks and moving forward with your lesson study. Please let me know if I can be of any support, any time!

Program Review Document: While work on this document may be a month away, I thought you would appreciate receiving the document sooner rather than later. This document can also be found on the 4j website. Completion of this document has been broken down into two parts in an attempt to make the work a bit more manageable. Be sure and include your Site Council in this process; you will want to speak to your administrator about getting on the SC agenda in the months ahead. Due to the enormity of the document, you may want to consider dividing the work over two SC meetings. Please find the documents below:
Annual Title I Schoolwide Program Review 2013
Annual Title I Targeted Program Review 2013

INSTRUCTIONAL RESOURCES!
Apps, Apps, and More Apps: Here are the apps Monica purchased for the Title 1 elementary iPod Touches:

• Freefall Money
• Freefall Spelling
• Freefall Time
• Mathmateer (Rocket Math)
• Starfall ABCs

I also received a list of apps (see link below) from an elementary principal (thanks, Joel) who stumbled upon it, by chance. The apps are not free and range from .99 cents to $7.99. Still, I think the list is worth a review, especially since reading comprehension has been a major focus of our work this year AND we are always looking for resources in this area.

Link to the apps from Joel:
15 Of The Best Educational Apps For Improved Reading Comprehension:
http://www.teachthought.com/apps-2/15-of-the-best-educational-apps-for-improved-reading-comprehension/

What is Reciprocal Teaching? Reciprocal teaching is a researched-based, comprehension strategy that is recommended for use with the English Language Arts CCSS.  Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. This process can be used in whole group, teacher-led small groups, and student-led small groups. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

• It encourages students to think about their own thought process during reading.
• It helps students learn to be actively involved and monitor their comprehension as they read.
• It teaches students to ask questions during reading and helps make the text more comprehensible.For more information on Reciprocal Teaching, go to:  http://projects.coe.uga.edu/epltt/index.php?title=Reciprocal_Teaching

Get the Gist Reading Strategy: Here are the templates Kathy shared at our last Coordinator’s PD; thanks, Kathy!
Get the Gist Template
Get the Gist Strategy

Somebody Wanted, But So Reading Strategy: Again, here is another strategy Kathy shared last month! Sombody Wanted But So

Close Reading Strategy: Here is a video link that illustrates a 5th grade teacher using a Close Reading protocol in his classroom; it’s great!:

Literature Books That Help Teach the Modes of Writing: I realize Title does not address writing, still…I thought this site would be worth sharing as there are reading resources available as well. Kathy has located a great website from the Ohio Resource Center which has a K-2 bookshelf.  When you go to the bookshelf press the strand button.  Each of the strands for the English Language Arts CCSS will appear. If you press writing tab, a group of books will appear on the bookshelf.  Choose a book, press on it, and a description, writing activities and related common core standards will appear.  Check it out!   There is also a collection on reading resources (information text)!

http://ohiorc.org/Literacy_K5/K2Bookshelf/default.aspx?filter=strand&strandID=4#browse

Deadlines on the Horizon for Compliance Documents:
NOTE ~ deadlines are aligned with Principal/Coordinator meetings
4/15:    Budget allocation for the 2013-2014 school year (I’ve moved this deadline out a month. Still, this may change, depending on when budget allocations are distributed)
4/15:    Program Review, sections A, B, C and D
4/15:    Budget allocations for the 2012-2013 school year
5/13:    Professional Development Questions for the 2012-2013 school year
5/13:    Professional Development School and Title I Plan for the 2012-2013 school year
5/13:    Summer school registrations
5/13:    Summer school data forms
6/13:    Program Review, sections E-P Inventory Sheets

MARK YOUR CALENDARS:
3/11:   Principal/Coordinator CANCELLED
4/15: Principal/Coordinators meeting; 2:00-3:30
5/7:  Extended Learning w/Technology PD; 8:00-11:15 for everyone; 8:00-1:00 for Coordinators. PLEASE INVITE YOUR ADMINISTRATOR TO JOIN US!
5/13: District CIP; 12:00-1:00 in auditorium; INVITE YOUR PARENTS TO JOIN US!!!
5/13: Principal/Coordinators meeting; 1:00-2:30