Mid Term Report

Hard to believe that we are at the mid point of the 1st quarter.  We are off to a good start thus far.  Teachers are doing a great job of practicing procedures and ensuring that students are reading, writing, and discussing.  Our students are becoming more comfortable each day and thus we need to continue to keep both of these priorities at the forefront of our efforts.

Mid Term Items @ Lincoln:

NWEA Reports:  As we concluded our first round of testing it is important to clarify the purpose of our testing of all students in the areas of math, reading, and language.  This beginning of the year assessment of students tells us most importantly where our students are in these three areas therefore giving us the data to be responsive in our instruction.  If we have indication (data) that students are not on grade level or are lacking skills in these areas then we must be responsive to their needs and plan instruction accordingly.  This is where pulling small groups of students and targeting requisite skills is a must if our core instruction is to be effective.  To ignore where students are and expect them to be successful in core instruction while lacking the skills necessary to be successful will not be suffice.  NWEA testing is tool to improve our core teaching and meeting the needs of all of our learners.  I look forward to the September 15th work day for math and language arts teachers to look at the data and to plan and improve our core instruction.

Advisory Interventions:  

Starting the next two weeks we will begin to roll out advisory interventions for both academics and behavior.  These interventions will provide more time and support for students who the core (tier 1) instruction is not sufficiently meeting their needs.  We will have the following adivisory interventions start the next two weeks.  Lists of students will be forthcoming.

Interventions:

Attendance and Behavior - Mr. Hopple - 30 minutes 1 time per week during advisory
Monday= Attendance/tardies  Wednesday= Behavior- Rooms 104 for 8th grade and 108 for 7th grade  Students are identified by administration using attendance data and tier 2 discipline log data

Mandatory Homework/Classwork Intervention- Jessica Kain- 1 hour per week during advisory and lunch- Tuesday 7th grade- Thursday 8th grade Room 105   This intervention will target students with 3 or more zeros in math and Humanities/LA.  Teachers in these subjects should identify students here.

Safe School Ambassadors- Gault/Brown/Driebelis- 30 min per month identification of students TBD- This is a proactive positive intervention

Anti- Bullying Intervention-  Milene Jeffers- 30 minutes per week- Day TBD

Restorative Justice/Conflict Resolution- Bridgett Hite- 1 hour per week - Day TBD

Academic- Steps for Success- Social and Emotional Intervention- Julie Stauffer- TBD

Preparing for College and Careers- Darlene Derifield - She will send for students as needed Room 102

Note that this process is a work in progress.  But rather than hope students improve we must take action.  Remember we cannot intervene our way to success for all our core instruction both academically and behaviorally must be improved continuously.

Discipline Update: 

Tier one behaviors are teacher managed and become office managed when a student accumulates 40 tier 1 points.  When a students moves from level 3 to level 4 (40 tier 1 points) a referral needs to be filled out for the student.  Admin is not looking at tier 1 points daily to see where students are.  Once the student has reached this point referrals need to be written for additional tier 1 behaviors.  Admin then manages.

Teachers do not need to enter and should not enter tier 2 discipline on the tier 2 discipline sheet admin does this step.  Teachers only need to write the referral.

Feedback Update: 

As we move into September feedback from admin to teachers will be a combination of both I likes and I wonders.  Currently the focus is on abundant amounts of reading, writing, and discussing.  We will focus our feedback in other areas as we move into our effective instruction essential checklists late in September through our Monday Department PD.

Compass Points Update:

As you continue to work in collaborative teams keep in mind what we learned about Norths, Souths, Easts, and Wests.  This knowledge along with our team norms will continue to help us work effectively together as teams.

Poverty Update: Lincoln data came in this year as 59% students of poverty.  What does this mean for our instruction and mindsets?  Here are some thoughts:

• Poverty is not just about economics, kids in poverty has impoverished minds
• Material items are of immense importance to students of poverty. ie. phones, folders, notes, clothes and etc. 
• Low-SES children are often left home to fend for themselves and their younger siblings while their caregivers work long hours; compared with their well-off peers, they spend less time playing outdoors and more time watching television and are less likely to participate in after-school activities
• Understand that children raised in poverty are more likely to display "Acting-out” behaviors. Such as: Impatience and impulsivity, Gaps in politeness and social graces, A more limited range of behavioral responses, Inappropriate emotional responses, Less empathy for others' misfortunes.

Action Steps: 

• Give respect to students first, even when they seem least to deserve it
• Share the decision making in class. For example, ask students whether they would prefer to do a quick review of what they have learned to consolidate and strengthen their learning or move on to new material.
• Avoid such directives as "Do this right now!” Instead, maintain expectations while offering choice and soliciting input (e.g., "Would you rather do your rough draft now or gather some more ideas first?”).
• Avoid demeaning sarcasm (e.g., "How about you actually do your assignment quietly for a change?”).
• Model the process of adult thinking. For example, say, "We have to get this done first because we have only enough time for these three things today.” Keep your voice calm and avoid labeling actions.
• Discipline through positive relationships, not by exerting power or authority. Avoid such negative directives as "Don't be a wise guy!” or "Sit down immediately!” Instead say, "We've got lots to do in class today. When you're ready to learn, please have a seat.”
• Consistency with expectations and academic language/tasks such as if students are learning via Go Math in 6th grade and are used to certain terminology students of poverty will be more successful if we continue to use the same structures and terminology grade level to grade level.  

Learn more about Teaching with Poverty in Mind

Upcoming at Lincoln

All School Fundraiser information - coming soon-  Fall Tailgate Party is an incentive and will be on the afternoon of Oct. 6th (plan ahead) 

Leadership Meeting is September 12th not the 6th 

Day two of architect meetings Friday Sept. 8th 

Yearbook Class Pictures Friday Sept. 15th 7th grade during advisory and 8th grade during advisory more details to come from Paula.