Well we have finished reading the book. I hope that you have found some useful information in the book. In my mind I am not wondering what next? What would you like to see happen as a result of reading this book? Can we (as a team) set one or two goals on things to work on this year? What would you like to see those goals be? Give me your ideas, then I would like to have a 30-40 minute meeting sometime to set those goals. At that point I would like to collect the books (so that another grade level can read it) and give you CEU participation sheets for all that you have done. Let me know a good day that I could meet you down in one of your classrooms.
I also wondered if a few of you would like to tell the staff about the book study and what we learned from it at our staff meeting (on teacher work day)? It doesn't need to be anything long and drawn out, just an explanation of the book and what goals we have based on reading the book and doing the book study! You have done a wonderful job and I am proud of what we have accomplished. I would like to see you share it with others! What do you think?
Thanks again for ALL you have done.
Vickie
Wednesday, August 12, 2009
Question #9 Chapters 20-23
"Every year a new wave of kindergarten students hit the beaches of our schools. Every year 40 percent of these students are already one to three years behind, just like the last wave and just like the next wave." (pg. 203)
This quote really is true and creates so much of the challanges associated with education! We are all trying to make growth with all students, along with catch those students up who are behind.
Chapter 21 talks about the READY program. What are your ideas about starting some kind of "Ready for Kindergarten" program at NU?
This quote really is true and creates so much of the challanges associated with education! We are all trying to make growth with all students, along with catch those students up who are behind.
Chapter 21 talks about the READY program. What are your ideas about starting some kind of "Ready for Kindergarten" program at NU?
Final Chapters
In this week's reading, I was amazed with the difference in the amount of money spent on catching students up versus educating those who are "on track". Just thinking about the makeup of our building; thirty "regular" classroom teachers versus maybe a dozen assigned specifically to remediation of some sort, I found it hard to imagine the numbers would be that far apart. Almost double the amount being spent on those struggling. Granted, we need to catch those kids up so it may be money well spent.
I thought the targets for READY were right on track with skills and activities parents should be teaching their children anyway(if they take the time). I was covering for a teacher for a few minutes Sunday at church. The lesson was on how parents teach us things. I asked what they had learned how to do from their parents that they couldn't do when the were a baby. One replied, "I can use a remote now." I guess, in their home, that is a skill they need to learn.
In chapter 22, a quote that stood out was, "From birth to five, a child's brain is wiring itself to hear distinct sounds and syllables..." The chapter also points out how reading aloud exposes children to a richer vocabulary. I think we all knew that but it makes we wonder about those kids just plopped in front of the tv or a video. not only are they exposed to a "poorer" vocabulary in most cases, they also cannot pick up on all the "distinct sounds and syllables" needed to reproduce language.
I thought the targets for READY were right on track with skills and activities parents should be teaching their children anyway(if they take the time). I was covering for a teacher for a few minutes Sunday at church. The lesson was on how parents teach us things. I asked what they had learned how to do from their parents that they couldn't do when the were a baby. One replied, "I can use a remote now." I guess, in their home, that is a skill they need to learn.
In chapter 22, a quote that stood out was, "From birth to five, a child's brain is wiring itself to hear distinct sounds and syllables..." The chapter also points out how reading aloud exposes children to a richer vocabulary. I think we all knew that but it makes we wonder about those kids just plopped in front of the tv or a video. not only are they exposed to a "poorer" vocabulary in most cases, they also cannot pick up on all the "distinct sounds and syllables" needed to reproduce language.
Thursday, August 6, 2009
Question #8 (Chapters 13-19)
I found it interesting in chapter 16 that it explained how "public schools do not cause the reading gap" (pg. 178) "The achievement gap in reading is created before the first day of kindergarten" (pg. 178) . As Kindergarten teachers I know that you already knew this. What kinds of things are you already doing to help those students catch up. I know that some use parent volunteers (I even did that for Belinda when she had Tiffany), but what other things are you doing. Sandy Ridge may be another person that you are using to help these students.
Question #7 (Chapters 13-19)
These chapters talked a lot about data and testing. While reading them I realized that I know very little about our KRA-L assessment. I would like for you to explain maybe what it tests, how useful the information is and how it drives instruction (if it even does). I am excited to learn more about this assessment, because it was even discussed in my Administrative meeting this week in Columbus.
Tuesday, August 4, 2009
Chapters 13-19
I didn't see any questions, so here are some errant thoughts I had while reading. The first idea I found interesting was on page 151. "...entry level jobs required higher reading level skills than the lowest 40-50% of our high school students." That's a scary thought. I had heard something once about how many job applicants, can't even read the application they are required to fill out to get the job in the first place, let alone read to fulfill job expectations. I always felt I had a broad vocabulary, but I was just reading a series of vampire books marketed to teens ( not Twilight) and was surprised by some of the words the author used. I was a good student and used my context clues to infer what they meant but I can't imagine some teenager knowing them.
Another thought came when reading about the standards and how they came to be. I realize each state has thier own unique standard, and some areas of the country require different knowledge based on culture, location and such. I started thinking though about when we teach kids about standard and non-standard measurement and how each was standardized to be universal, to eliminate error and bias. When reading about how the global economy and industry have affected the educational system, I thought maybe corporate America should have a say in standards. Also, to make educational standards more of a "standard" shouldn't they be based on a national set of requirements? Just some things that came to mind as I was reading.
Another thought came when reading about the standards and how they came to be. I realize each state has thier own unique standard, and some areas of the country require different knowledge based on culture, location and such. I started thinking though about when we teach kids about standard and non-standard measurement and how each was standardized to be universal, to eliminate error and bias. When reading about how the global economy and industry have affected the educational system, I thought maybe corporate America should have a say in standards. Also, to make educational standards more of a "standard" shouldn't they be based on a national set of requirements? Just some things that came to mind as I was reading.
Monday, July 27, 2009
Question #6 (Chapters 9-12)
Chapter 10 discussed things that the building did to help improve their scores. "You have to have the right tools (pg. 119)", "At first we took a piece meal approach (pg. 119)", "We needed to provide our teachers with the whole package (pg. 120)", "A basal series is necessary to get the materials, support, and structure to build high-performance programs (pg. 121)".
Wow, that was a lot of quotes! I quite often feel like we have a "piece meal approach" to teaching reading. I do not know that basal programs coming back to NU, since we like the guided reading component, but what do you think about what we are using?
Do you see it as a "piece meal approach"? What pieces do you think we need? Any other ideas?
Wow, that was a lot of quotes! I quite often feel like we have a "piece meal approach" to teaching reading. I do not know that basal programs coming back to NU, since we like the guided reading component, but what do you think about what we are using?
Do you see it as a "piece meal approach"? What pieces do you think we need? Any other ideas?
Question #5 (Chapters 9-12)
Chapter nine talked about trying to get parents to read to their children 20 minutes a day from birth. I have also heard some of you (Kindergarten teachers) talk about how we need to educate our parents before they actually bring their children to Kindergarten screening. I think that parents are shocked when they hear what their child is expected to do before they even enter school. They thought that was "our job"! What are your ideas on how to educate parents earlier? As a district, what could we do? As a Kindergarten team, what could you do?
Monday, July 20, 2009
Question #4 (Chapters 5-8)
"There is no point in testing if you don't look at the data, don't understand it, and don't change it."
"Making us report what we are doing, as much as I don't like that. It keeps the facts in front of us. It's a reality check."
Based on those two quotes how comfortable are you with setting goals (based on the MAP assessment or something else you choose), using the data to see what we could change (for specific students) and then checking in on progress?
I know that last year Dave, Lisa and Rick had us set a goal for something (first grade choose speed on addition tests) then we had to track growth on that goal. What if we came up with something that we could check more often, set goals (just for us, not to be posted) then work toward setting new goals as we meet the past one(s)? In doing that I would want you to look at me as a support not a threat. I would want to help you find ways to meet the goals and work with you, not just be someone that you report the data or results to. I do agree that a big part of my job needs to be helping you with instruction. How comfortable are you with that?
Keep in mind, I am just throwing out ideas and am looking for honesty. Tell me what you are really thinking. I am looking for ways to take what you are doing so well at Kindergarten, help you find ways to make it even better ( this is not saying that you are not doing enough or not doing things well, but as a teacher I was always looking for ways to get better and grow. I know you are all the same way) , then build on what you are doing when those students to go first grade, second, etc.
"Making us report what we are doing, as much as I don't like that. It keeps the facts in front of us. It's a reality check."
Based on those two quotes how comfortable are you with setting goals (based on the MAP assessment or something else you choose), using the data to see what we could change (for specific students) and then checking in on progress?
I know that last year Dave, Lisa and Rick had us set a goal for something (first grade choose speed on addition tests) then we had to track growth on that goal. What if we came up with something that we could check more often, set goals (just for us, not to be posted) then work toward setting new goals as we meet the past one(s)? In doing that I would want you to look at me as a support not a threat. I would want to help you find ways to meet the goals and work with you, not just be someone that you report the data or results to. I do agree that a big part of my job needs to be helping you with instruction. How comfortable are you with that?
Keep in mind, I am just throwing out ideas and am looking for honesty. Tell me what you are really thinking. I am looking for ways to take what you are doing so well at Kindergarten, help you find ways to make it even better ( this is not saying that you are not doing enough or not doing things well, but as a teacher I was always looking for ways to get better and grow. I know you are all the same way) , then build on what you are doing when those students to go first grade, second, etc.
Question #3 (Chapters 5-8)
At the beginning of the book I was excited when I realized that their districts testing used the RIT scale and that our new MAP assessments used the same scale. In chapter 7 the book actually mentioned the MAP assessment as a "newer-style test" like they were using. My questions for you about this are...
a) How do you see us using the MAP assessment? How often/ Which ones?
b) How do you see us using the data?
c) What are your questions, concerns or even excited feeling about the MAP assessment.
a) How do you see us using the MAP assessment? How often/ Which ones?
b) How do you see us using the data?
c) What are your questions, concerns or even excited feeling about the MAP assessment.
Week 2 reading
I'm heading off to church camp with twenty teenage girls (wish me luck). I didn't see questions yet for this section so I will answer when I return on Friday. One thing I found interesting to look at in this section was the table on page 88 regarding turnover of principals. If you compare this chart to table 1.1 on page 18, it seems the four schools at the bottom of table 1.1 had more turnover than the others. I am sure there are other factors contributing to these elementaries failing to reach the Kennewick goal, but you have to wonder how change in leadership affected staff and students. Did these administrators just not buy into it as much or never get the chance to get things going? There is a statement by Dave (Washington) right at the beginning of chapter eight which says, "I don't know how you can be a principal today without knowing what it takes for kids to read..." I was just looking at these three items and found it interesting to think about. By no means though am I suggesting our leadership is not prepared to support and lead us in this direction if this is where we are heading. Perhaps more answers will come later in the book explaining what other factors contributed to the failure of these four buildings to reach goal. Can't wait for the questions and to read on.
Saturday, July 11, 2009
I noticed the author reiterated what we already know-that if students aren't proficient readers by the time they leave the primary grades they won't become proficient. During their block of time there were as many as 6 adults in each class instructing children- in my mind I could not come up with a scenario that would provide that number of adults for our classrooms. I do think we could be creative and use personnel more effectively. I was thinking about this direct instruction as also being guided reading group inclusive. I have always felt I should do all of my reading groups, but they use the parapros,etc. to work with more accelerated students. I think Title teachers have the potential to be much more effective with the longer time allotment.
In my classroom I only used a 30 minute block each day for Science or Social Studies which I alternated. Although, this is a short time there were many days I could have used that time to work on literacy activities I had not completed in the AM. I am not sure that we could completely dismiss these subjects because they are tied to state expectations. Maybe this could be addressed through read alouds and more of the text work addressed the second semester. I noticed the point was made that even though they didn't increase Math time the scores increased like the reading-indicating something else we already knew that Reading and Math are interdependent.
In my classroom I only used a 30 minute block each day for Science or Social Studies which I alternated. Although, this is a short time there were many days I could have used that time to work on literacy activities I had not completed in the AM. I am not sure that we could completely dismiss these subjects because they are tied to state expectations. Maybe this could be addressed through read alouds and more of the text work addressed the second semester. I noticed the point was made that even though they didn't increase Math time the scores increased like the reading-indicating something else we already knew that Reading and Math are interdependent.
Other Questions/Comments?
I am sure you may have things that you want to ask everyone! Feel free to creat a new post or make additional comments here!
Question #2 (Chapters 1-4)
Chapter three discusses practice time vs. instructional time. I know that when we are doing guided reading we have students practice at their seats. I have laid awake at night wondering how to fit both in.
Later in Chapter three they say "if a principal is willing to cut almost everything else but math, it is possible to give a student 200-220 minutes of direct instruction". What do you think about that comment/idea?
I know that over the past 4-5 years there has been a big push to include much more Science and Social Studies. I have always seen the value in that but also know that when students get to 3rd, 4th and 5th grade, they cannot do the Science or Social Studies without the reading/literacy skills. Should we be just focusing on the literacy and math in k-1-2? We are all trying to integrate, but with the new Science and Social Studies curriculum's it is forcing us to do more workbook pages instead of just read alouds. What are you currently doing in your classroom? What would you do differently in a ideal world? What ideas do you have about this?
Thanks,
Vickie
** click on () comments at the bottom of this box to respond to my questions.
Later in Chapter three they say "if a principal is willing to cut almost everything else but math, it is possible to give a student 200-220 minutes of direct instruction". What do you think about that comment/idea?
I know that over the past 4-5 years there has been a big push to include much more Science and Social Studies. I have always seen the value in that but also know that when students get to 3rd, 4th and 5th grade, they cannot do the Science or Social Studies without the reading/literacy skills. Should we be just focusing on the literacy and math in k-1-2? We are all trying to integrate, but with the new Science and Social Studies curriculum's it is forcing us to do more workbook pages instead of just read alouds. What are you currently doing in your classroom? What would you do differently in a ideal world? What ideas do you have about this?
Thanks,
Vickie
** click on () comments at the bottom of this box to respond to my questions.
Question #1 (Chapters 1-4)
"Annual growth at Washington Elementary is built on inviolate instructional time (120 minutes reading block) plus quality instruction (direct, eye-ball to eye-ball, energetic, highly interactive) using rigerous curriculum."
We are right on track with the 120 minute reading block but do you think we are meeting the "quality instruction piece"? I see us as being energetic and interactive but what do you think they mean by eye-ball to eye-ball instruction?
I like how they said "Instructional time is treated as a critical commodity". They also "look for students getting instruction from the teacher, not working alone". How do you think we can get reading groups in and still have this "eye-ball to eye-ball" instruction when students are always being instructed by the teacher?
I know this was more than one question, but am VERY EXCITED to hear your ideas!
Thanks again for all you are doing!
Vickie
**click on () comments in the bottom of this box to respond to my questions.
We are right on track with the 120 minute reading block but do you think we are meeting the "quality instruction piece"? I see us as being energetic and interactive but what do you think they mean by eye-ball to eye-ball instruction?
I like how they said "Instructional time is treated as a critical commodity". They also "look for students getting instruction from the teacher, not working alone". How do you think we can get reading groups in and still have this "eye-ball to eye-ball" instruction when students are always being instructed by the teacher?
I know this was more than one question, but am VERY EXCITED to hear your ideas!
Thanks again for all you are doing!
Vickie
**click on () comments in the bottom of this box to respond to my questions.
Friday, July 10, 2009
I too finished reading the first four chapters, and peeked at a few others as well. I just heard that good administrators spend 80% of their time on curriculum related activities and this really fits that category. I am thrilled you are including us in this book study as it may have some powerful implications for our curriculum. Looking forward to responding to the posts.
I've read the 1st four chapters and find the book very interesting and informative. I think we are probably already doing some/many of the things discussed.. maybe just not spending the amount of time this school system does on direct instruction. Hopefully this book will guide us to tweak the "best practices" we are already doing at N.U.E.
Thursday, July 9, 2009
Beginning the Journey to Change
Well, I, too, received the book yesterday. While the dog (best ever in the world!) was roaming the yard, I began to look over the chapters and subtitles. This only brought me to begin reading. The book looks interesting and yet very readable. I'm looking forward to the author's insights as to how to raise our success rate to 90-95%. What a way to definitely have other districts to sit back and finally take a look at North Union as a A1, top-notch district when we use these ideas and prove what we've known all along. Everyone needs a bit of tweeking and I believe this book can be the beginning of North Union's tweeking process. Here's to the new school year 2009-10!
Wednesday, July 8, 2009
Sunday, July 5, 2009
Good Evening!
I have received the books and am very excited to get things started. I will be delivering books this week so that you are able to complete your first reading assignment by July 14th. Please call or email me and let me know where and when to deliver your book!
Thanks and have a GREAT week!
Vickie
I have received the books and am very excited to get things started. I will be delivering books this week so that you are able to complete your first reading assignment by July 14th. Please call or email me and let me know where and when to deliver your book!
Thanks and have a GREAT week!
Vickie
Wednesday, June 24, 2009
Tuesday, June 23, 2009
Lou to Vickie
Well I finally made it to "the blog". I don't know what I am supposed to do now so I will stop.
Tuesday, June 9, 2009
Vickie et all,
I am really excited about doing the book study; and facilitating some of it through a blog is a really cool idea. I am really excited about the fact that you chose to be a part of this. I think this could spin off some great ideas and some wonderful leadership opportunities for each of you in the building.
Oh yeah, by the way...happy end of the 08-09 school year. The fact that you are doing this, and you are already mentally in 09-10 speaks to your character.
Thanks for letting me be a part of this.
Dave
I am really excited about doing the book study; and facilitating some of it through a blog is a really cool idea. I am really excited about the fact that you chose to be a part of this. I think this could spin off some great ideas and some wonderful leadership opportunities for each of you in the building.
Oh yeah, by the way...happy end of the 08-09 school year. The fact that you are doing this, and you are already mentally in 09-10 speaks to your character.
Thanks for letting me be a part of this.
Dave
Monday, June 8, 2009
Waiting on books
Well we should be ready to start our book study as soon as our books arrive. I apologize that they are not here yet, but promise to get them to you as soon as they arrive. I am very excited about this experience and know that we will learn a lot together. Thanks to all of you for agreeing to do the book study! I appreciate your willingness to work with me and learn some new things. My cell number is (740) 225-8812. Do not hesitate to call if you have any questions about the book study. This is the FIRST time I have ever done a blog, so be prepared for mistakes. :) Thanks again and I cannot wait to get started!
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