oakstead elementary curriculum...

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/suffixBlack- Series (abandon)3-5 words per page that are not in your child’severyday speech. Greek/Latin Roots; suffixesOrange- Genre Expansion (barrier)(6-10) Greek/Latin RootsPurple- Genre Expansion (abruptly)(11-15) Greek/Latin Roots1Br/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 opinion piece

Text Complexity• Texts are often complex

– Teachers plan specific lessons based on standards and complexity of 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


§ 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


§ 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’sBullying 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 studentsand 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 ConcernsBullyingReal FightingRough 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 powerPower relatively equal

Balance of power

Typically not friends; generally repeated

Usually not friends; typically not repeated

Usually friends; often 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 trainingS Teach

expectationsS Posters

S Focus on non-structured areas

S PBIS connectionS Classroom Lessons

S Cyberbullying included

S Data system

Small Group:

SCounseling GroupsS Social Skills

S Self-Confidence

S Academic Success Skills

S Family Changes

Individual:S Discipline processS 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 behaviorSupport the victimName the bullying behaviorRefer to the school rulesImpose consequences as appropriate Empower the bystander

Stand Up! Speak Up! For A B u l l y-Free Scho o l

Say “Stop!”

If You See It,

Speak Up!

Walk Away

Get Help;

Talk To An Adult.

Bullying is: hurting other people

over 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!

Annette Armstrong – School Counselor Rachel Collins – School Counselor

(813) 346-1500

OAKSTEAD ELEMENTARY SCHOOL BEHAVIOR 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''of'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 Lesson Essential Components

Eureka’s Lesson Essential Components:

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.



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.



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.


• Application Problems – concept review• Engages students in the RDW process• Selects a strategic delivery method.• Facilitates share and critique of various explanations,

representations, and/or examples


Concept Development – daily lessonProblem Set

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


Concept Development – daily lessonStudent 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.

oakstead elementary curriculum...

Documents