Oakstead Elementary Curriculum Night Learning about, IRLA, - - PowerPoint PPT Presentation

Oakstead Elementary Curriculum Night

Learning about, IRLA, ReadyGen, PBIS, and Eureka

What is IRLA

• Teachers use the IRLA to determine the

reading behaviors that should be expected at each color level. These reading behaviors are in line with national reading standards.

Teachers help students find books they can successfully read―books in which they know 99%-100% of the words.

IRLA Skills

Power Words

• The glue that holds the other words

together in a sentence.

• Must identify at flash speed
• High Frequency Words
• Words that make you a

POWERful reader!

Power Words

• 1G

– am – at – it – see – all

• 2G
• gave
• happy
• because
• your
• were
• 1B-Tricky
• after
• read
• right
• people
• write
• 2B-Tricky
• answer
• phone
• tiny
• noise
• noisy

Power Words

• 1R-Tricky

– been – clothes – shovel – roof – wolf

• 2R-Outlaws
• among
• curtain
• diamond
• lose
• loose
• Wt-Outlaws
• accept
• mood
• onion
• palm
• leather

Power Words

• How do you help your child at home?

– Choose a small group of words – Practice daily

• Write
• Read
• Listen
• Identify in books
• Create with other objects around the house

Chunks & Blends

• Use words you know to figure the words

don’t know…

• Example: in/thin/into

White- academic vocabulary (amateur)

1-2 words per page that are not in your child’s everyday speech; prefix/suffix

Black- Series (abandon)

3-5 words per page that are not in your child’s everyday speech. Greek/Latin Roots; suffixes

Orange- Genre Expansion (barrier)

(6-10) Greek/Latin Roots

Purple- Genre Expansion (abruptly)

(11-15) Greek/Latin Roots

1Br/2Br- Author’s Craft (abolish/adjacent)

(16-20)

Silver- Literary Analysis (alluvial) (21-25) Gold- Writing as Art (aberration) (25+)

Why ReadyGen?

• Students learn standards by becoming

experts on topics.

– Standards are taught through the text – Student understanding of the text is shown through short written responses – Final writing piece at the end of each module uses reading and writing standards cohesively

Kindergarten Example

– Example: Kindergarten learners use, “Make Way for Ducklings” and ”Life in a Pond” t o learn about animal homes. – Writing Connection: Write a narrative story that uses pictures and words in a sequence to tell a story.

5th Grade Example

• Texts used- “Night of the

Spadefoot Toads,” “Rachel Carson: Pioneer of Ecology,” and “Rain Forest Food Chains”

– Writing Connection- Students begin by comparing characters in their own stories – They will also use the information from texts to create a brochure, then write and

• pinion piece

Text Complexity

• Texts are often complex

– Teachers plan specific lessons based on standards and complexity

• f text
• Students will read with teacher

and independently

• Goal- to gather and synthesize

information based on the standard in order to speak and write on a topic

Positive Behavioral Interventions & Support (PBIS)

We are proud to say that Oakstead Elementary has been ranked as a GOLD Level PBIS Model School for the last 3 years.

PBIS and Bully Prevention

§ Positive Behavioral Interventions & Support (PBIS) is stopping undesirable behavior by: § Replacing undesirable behavior with a new behavior or skill § Altering environment § Teaching appropriate skills § Rewarding appropriate behavior

What is Positive Behavior Support?

§ Expectations § General § School-wide § Be Safe, Be Respectful, Be Responsible § Rules § Specific § Related to specific area of school §i.e. Cafeteria-Keep all food to self

Why Use Positive Behavior Support?

§ We BELIEVE in educating the whole child, which includes not only academics, but also social and behavioral skills. § We BELIEVE all students have the potential to learn, and we will work together to help all students meet their highest potential.

Why Use Positive Behavior Support?

§ Prevention-To try to keep negative behavior from happening. § Education-To teach positive behavior skills. § Rewards-To reward model and improved behavior. § Problem Solve-To work together to lead our school community to reach its highest potential.

How Do We Use Positive Behavior Support?

§ Prevention § Guidance groups § Classroom Meetings § Individual behavior plans § Individual guidance counseling § Administration talks/warnings § Red Ribbon Week § Classroom Discipline Plans § Bully-Free Zone § Kindness Campaign

How Do We Use Positive Behavior Support?

§ Education § Classroom meetings § Character Traits Highlighted on News § Lesson plans based on school expectations § Kindness Campaign § School rules posted in designated areas with visuals § Reteach expectations based on student needs § Guidance groups for behavioral instruction

How Do We Use Positive Behavior Support?

§ Rewards § Honored Otters/Bus E-Tickets § Given regularly by staff for students demonstrating positive character traits § K-3 draws 3 names per class for weekly visit to guidance treasure box. 4-5 Class totals and winning class each quarter gets free ice cream coupon to use in cafeteria. § Kindness Award § Otterific Student Awards § Given by teachers to students demonstrating school expectations § Student’s name announced on the news

Oakstead Elementary’s Bullying Prevention Components

Points of Discussion

• What is bullying?
• How does OES work to

prevent bullying on a school wide, Tier 1, level?

• What supports are in place

to address potential bullying on a more individualized, Tier 2 or 3, basis?

What is Bullying? Florida Law: Jeffrey Johnston Stand Up for all Students Act

• Prohibits bullying or harassment during

education programs or activities

• Defines bullying and harassment
• Requires school districts to adopt a policy

prohibiting bullying and harassment

Bullying & Harassment

S Florida Statute: Title XLVIII Chapter 1006.147: S “Bullying” includes cyberbullying and means systematically and chronically inflicting physical hurt or psychological distress on one or more students and may involve: teasing; social exclusion; threat; intimidation; stalking; physical violence; theft; sexual, religious, or racial harassment; public or private humiliation; or destruction of property. S “Harassment” means any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal, or physical conduct directed against a student or school employee that: places a student or school employee in reasonable fear of harm to his or her person or damage to his or her property; has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits; or has the effect of substantially disrupting the orderly operation of a school.

Common Social Concerns

Bullying Real Fighting Rough Play

Affect negative; aggressive & differs for victim and aggressor Affect negative; aggressive, tense, hostile affect Affect is friendly; positive, mutual Intentional harm- doing Intentional harm- doing No intent to harm Unequal power Power relatively equal Balance of power Typically not friends; generally repeated Usually not friends; typically not repeated Usually friends;

• ften repeated (same

players)

Elements of Bullying Purposeful Imbalance of power Continual, repeated

Types of Bullying

• Verbal

– Teasing, name-calling, making threats

• Social/Relational

– Spreading rumors, excluding others

• Physical

– Hitting, pushing, kicking, etc.

• Cyber

– Involves technology & social media – Examples include sending hurtful texts, posting embarrassing pictures of someone, creating false profiles

People Involved in Bullying

¡The wrongdoer: the person doing the bullying

• The victim: the person being bullied
• By-stander: the person/people who witness the

bullying

• Up-stander: the person/people who witness the

bullying and stand up to the person bullying or tell them to stop

OES Bullying Prevention Program

School wide:Posters School wide:

S Staff training S Teach expectations

S Posters S Focus on non-structured areas S PBIS connection S Classroom Lessons

S Cyberbullying included

S Data system

Small Group:

SCounseling Groups

S

Social Skills

S

Self-Confidence

S

Academic Success Skills

S

Family Changes

Individual: S Discipline process S Counseling for victim and others involved S School-based problem-solving

School Counseling Lessons

• Safer, Smarter Kids curriculum

– Addresses various safety topics – Discuss ways to confidently stand up for oneself and problem-solving skills – Teaches cyber safety and how to be a responsible digital citizen

Problem-Solving

• 1. Stand up for yourself

– ”I Mean Business Voice”

• 2. Give a warning
• 3. Talk to a trusted adult
• Other ways to deal with problems:

– Ignore, walk away, talk to someone else, use humor

• If students see bullying or feel they are being bullied, they should talk to a

trusted adult right away.

• Tattling

Done to get someone in trouble

Reporting

Done to get someone out of trouble

Potential Bullying Intervention

Stop the bullying behavior Support the victim Name the bullying behavior Refer to the school rules Impose consequences as appropriate Empower the bystander

St Stand Up Up! ! Spe peak Up!

Fo For A Bully-Fr Free ee School

Say “Stop!”

If You See It, Speak Up!

Walk Away

Get Help; Talk To An Adult.

Bullying is:

hurting other people

• ver and over on purpose.

Bullying can be any of these:

• Kicking, hitting, pushing, or physically hurting
• Threatening or making someone feel uncomfortable.
• Name-calling or spreading rumors

A person who bullies doesn’t always stop when told to stop. Bullying is serious. It breaks our schoolwide expectations and is against the law!

OAK OAKSTEAD AD EL ELEM EMEN ENTA TARY RY SC SCHOOL BE BEHAV HAVIOR FLO FLOW CHART

! ! ! ! ! ! Verbal'Reminder(s)'

• Re#state'Expectation/Rule'
• Manage'with'class'behavior'system'

' Referral'

• Teacher'writes'referral'
• Escort'student'to'office'

Classroom'Managed:'Minor'Incidents'

'

• 1. Classroom'disruption/calling'out'
• 2. Disrespect'
• 3. Defiance/noncompliance/off#task'behavior'
• 4. Dishonesty'
• 5. Property'misuse'
• 6. Electronic'device'misuse'
• 7. Teasing/taunting/insulting'
• 8. Cafeteria'safety'
• 9. Playground/PE'safety'

' ! Managed'in'Classroom'or'Office?'

Office'Managed:'Major'Incidents'

'

• 1. Repeat'minor'incidents:'after'a'minimum''
• f'1'parent'contact;'referral'at'teacher'

discretion'

• 2. Profane/inappropriate'language/gesture'
• 3. Aggressive'language'or'threats'
• 4. Bullying,'such'as'pattern'of'teasing,'insults,'or'

taunting'

• 5. Fighting'or'aggressive'physical'contact'
• 6. Defacing/destroying'school/staff'property'
• 7. Intimidating'staff'
• 8. Leaving'classroom/area'without'permission'
• 9. Stealing'(major'incident)'
• 10. Cheating'
• 11. Weapons'(toy/imitation/real)'

'

!

Parent/Guardian'Contact' (after'a'minimum'of'1'verbal'reminder)'

• Contact'parent/guardian'

through'planner'or'phone'call'

• Determine'consequence'and'request'

additional'assistance'if'needed'' (such'as'guidance'referral)' ' Referral'for'Repeat'Minor'Incidents' (after'a'minimum'of'1'parent'contact)'

• Follow'Major'Incident'Procedure''

(see'right)'

• Document'through'TBIT'if'appropriate'

Administrator'

• Conferences'with'student'&'

investigates'further'if'needed''

• Considers'teacher'input,''

discipline'history,'&'student'age'

• Determines'action/consequence'
• Notifies'parent/guardian'
• Distributes'copies'to'classroom''

teacher,'referring'staff'member,' parent/guardian,'and'office' '

Comments & Resources

• Comments, questions, or ideas?
• http://flpbs.fmhi.usf.edu/
• http://www.pbis.org/
• http://www.florida-rti.org/floridamtss/index.htm
• www.moniqueburrfoundation.org
• www.stopbullyingnow.hrsa.gov.kids
• www.fldoe.org/safeschools/bull_fl.asp
• http://www.netsmartz.org/Parents

Eureka

Fluency – activities that develops automaticity

• Sprints
• Counting
• Whiteboard Exchange

Application Problems – concept review Concept Development – daily lesson

• Instruction
• Problem Set

Student Debrief – student-centered summary of daily lesson

• Exit Tickets

Eureka’s Le Lesson Essential Components

Eureka’s Le Lesson Essenti tial Components ts: Fluency – activities that develop automaticity Sprints

• Complete the routines (Sprints A and B) within 12 minutes.
• Include skip-counting and movement between Sprints.
• Celebrate improvement after correction of Sprint B.

Eureka’s Le Lesson Essential Components:

Fluency – activities that develop automaticity Counting

• Guides the pace and count based on students’

responses by using crisp, clear signals.

• Includes counting forwards and backwards.
• Uses choral responses and appropriate wait

time.

Eureka’s Le Lesson Essential Components:

Fluency – activities that develop automaticity Whiteboard Exchange

• Uses clear and effective procedures to maintain quick

pace.

• Sequences problems from simple to complex and

adjusts on students’ responses.

• Correct students’ work, including second-try responses.

Eureka’s Le Lesson Essential Components:

• Application Problems – concept review
• En

Engages students in the RD RDW proc

• cess
• Sel

Selec ects a strateg egic del eliver ery met etho hod.

• Fa

Facilitates es sha hare e and nd critique ue of various us ex explana nations ns, re repre resentations, and/or examples

Eureka’s Le Lesson Essential Components:

Concept Development – daily lesson Problem Set

• Allows for independent practice and productive struggle.
• Assigns problems strategically to differentiate practice as needed.
• Creates and assigns remedial sequences as needed.

Eureka’s Le Lesson Essential Components:

Concept Development – daily lesson Student Debrief

• Questions elicit student thinking, prompt reflection,

and promote metacognition.

• Culminates with students’ verbal articulation of their

learning for that day.

• Closes with completion of the daily Exit Ticket as

needed.