Individual Professional Development

Plan

Iowa Individual Administrator Professional Development Planto be developed collaboratively by administrator and supervisor

Name: Christopher Welch School: Pence Elementary District: FCSD AEA: GPAEA

District or Building FocusGeneral District Goal Area: Student Achievement,Specific School or District Goal: Respectful, Responsible, Caring and Safe School Environment with a Focus On RTI and Increased Student Achievement Through the use of Data Driven Instructional Practices.

Step 3

Specific Leadership Goals*(1-3 things the administrator will DO to increase likelihood that goals in steps 1 & 2 will be achieved)

Related ISSL

Indicators of Progress(Document the effect of chosen indicators.)

Start & End Dates

Review Date(s)

Items discussed during review

1. Provide collaboration time for teachers focused on student learning

1,2,3 .1 Weekly common planning time for teachers in the master schedule.

.2 Building wide meeting format for collaboration time, focused on student learning data.

.3 Classroom student achievement data tracking reviews. (Once a month min)

August 2011 to July 2012

September 30th

2. Response to Intervention, focused on student learning supports and teaching practices.

2, 5, 6 2.1 Student assessment data is used to develop, Target Plans for individual students in each classroom.2.2 Target Plans are reviewed every six weeks to determine goal success/progress. 2.3 Instruction is modified to meet the goals for each Target Plan Student.

September 2011 to July 2012

Monthly

3. PBIS- “Show Me Your Genius” Program to create a learning environment that is Respectful, Responsible, Caring and Safe.

1,2,3,4 3.1 A decrease of monthly behavior tracking forms per individual student.3.2 Focused SAT Behavior Interventions utilizing PBIS Data.3.3 Clear and consistent understanding of behavior expectations throughout the building.

October 2011 to July 2012

Monthly

Step 4Learning Goals*(1-3 things the administrator will LEARN to increase likelihood that goals in steps 1 & 2 will be achieved)

Related ISSL

Indicators of Progress(Document the effect of chosen indicators.)

Start & End Dates

Review Date(s)

Items discussed during review

1. Increased knowledge of PLC Collaboration Constructs to impact focused Grade level collaboration time.

2,3 LG 1.1 Implementation of meeting protocol and system to ensure collaboration focus of grade level meetings.

August 2011 to July 2012

November 2011April 2012June 2012

Christopher Welch IPDP 2011-2012

2. RTI Data Analysis and Implementation of Tier 1, 2, 3 levels of intervention and instruction.

1,2,5 LG 2.1 Developed framework of supports for each Tier/Level.LG 2.2 Placement of students on the framework with specific supports and goals.

September 2011 to July 2012

November 2011April 2012June 2012

3. Develop a deeper understanding of the focused implementation phases of PBIS and needed supports for staff and students.

1,2,3 LG 3.1 Use of www.PBIS.org training and development resources. LG 3.2 Focused action plan for school wide development of PBIS in Pence.

August 2011 to July 2012

November 2011April 2012June 2012

*Administrators are encouraged to use “SMART Goal” design to develop their goals. See page 2.

Step 5 Supports for Plan Implementation (check all that apply and describe) X School Board: X AEA/Regional: Specific Learning Strategies and PBIS Support X Admin. Team:. Support of Building Data Review in better understanding DMI, BRI achievement goals per grade level. X Other:

Administrator Signature/Date Supervisor Signature/Date_________________________________________

SMART Goals WorksheetThis is an optional tool to assist with goal writing. Use the process for each of the 1-3 goals you are considering.

S – Strategic and Specific Strategic - Select a high-leverage goal that will make a difference. Specific - Clearly define what you will do and how you will do it. M – Measurable Establish concrete criteria for tracking progress and determining success. A – Attainable Select a goal you have a reasonable expectation of achieving (a “stretch” goal that is not easy, but doable). R – Results-based Clearly define the results you expect to see. T – Time-bound Establish a starting and ending date for completion of the goal.

Christopher Welch IPDP 2011-2012

Fourth Grade Math (DMI)

Fall Winter Spring Growth

Grade Level Percentage

49% 64% 79% 30%

Grade Level Avg. Questions Correct

12.15 16.1 19.7 7.1

Target Student Avg. Q. Correct

8.6 14.8 18 9.4

Target Students % Correct

34.4 59.2 72 37.6

IEP Students Avg. Q. Correct

6 9 14.5 8.5

IEP Students % Correct

24 36 58 34

Non- Target/Non IEP Avg. Q. Correct

15.4 17.8 21.3 5.8

Non- Target/Non IEP % Correct

61.7 71.3 85.0 23.3

Figure 1. Fourth Grade DMI (District Math Inventory) sub-groups by Fall, Winter, Spring.

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Fourth Grade Math Review-Christopher Welch

How did our “Target” students perform on the math DMI?

Target Student: These are students who were identified in the Fall as scoring below 40% on the district math inventory (DMI). Students who were below this mark received intensive targeted instruction focused on an individual high need skill area. The targeted instruction was guided by the students Target Plan.

Target Plan: A target plan was generated by the teacher and principal using student performance data on district assessments and daily work to define a high need focus area. When the skill area was defined, a specific goal was developed. A focused research based instructional intervention was then used to supplement instruction for that student in the area of math. District created Math CBM’s were used to progress monitor. As the student met his/her goal, the plan was either dropped, or a new goal was added. When a student failed to show growth in four weeks, the SAT Team met to review the plan. Instruction, intervention and duration were modified and student progress was once again monitored. With no growth at the six or eight week mark, AEA was included in the SAT Team process. This process is part of our “Big RTI” framework.

Little RTI: The fourth grade team utilized our “Little RTI” process to serve all students with increased opportunities to develop individual skills and knowledge. Our little RTI process started every Friday morning with a grade level review of the previous weeks skill and concept instruction in the area of Math. Students were divided into skill/concept groups based on individual need and performance. Two days a week for 30 minutes, students worked in small teacher guided groups focused on one specific skill or concept area. Each week the groups and skill area could change based on student need. Group size consisted of ten or fewer students. We referred to this process as Little RTI.

Conclusion:As a grade level our targeted students out performed our non-targeted students by 14.3%. Our students who have an math IEP goal area out performed our non-targeted students by 10.7%. It should be noted that our non-targeted students started at a higher point in the Fall, thus leaving them at a disadvantage to show large growth over the course of the year. Noting the potential for limited percent growth from the start does not make this data less useful or account for only 85% of non-Targeted students scoring on average only 85% on the Spring DMI. Non-Targeted student growth at the average rate of the targeted groups would have resulted in an average group score of 96.7% for non-targeted/non-IEP students. This end of the year data suggests that students who receive targeted and closely monitored instruction, improve at a higher rate than their non-targeted peers. As this grade level refines their “Big” and “Little” RtI practices, one can expect improved achievement for all students.

C. Welch

C. Welch 3/12/12! Data: Writing Purpose: What can we learn.

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What insight can be gained from figure 1?Teachers Summary: “We do not have the same understanding of grade level expectations” Also, some teachers were including conventions into this grade. Others were purely looking at student ideas and sentence fluency when grading.

What do we want students to be able to know and do?This was the question that guided our work in the area of writing. Every first grade teacher needed to be on the same page when grading writing with purpose. This defined our work.

Developing a Performance Rubric Utilizing an Affinity Diagram, teachers were able to develop a performance rubric. This work promotes consistency between instructors and his/her grading practices in this area.

How do we know that students know it?Our next driving force after defining what we truly want students to know, is how will we know that he/she truly knows it?

(Figure 1) This chart reflects the scoring of a “writing with purposeʼ student sample, as graded by two peers. First Grade

How are we using the Four Questions of a PLC to guide our work?The following is a reflection of our first grade work done during common planning time. This is a brief summary of the team’s progress.

Feature 1 3 5

Opinion The writing is lacking a clear Opinion

The writing conveys a clear stance on a given topic.

The writing conveys a clear stance on a given topic.

Focused Topic

The writing is lacking a clear topic. It may have multiple topics.

All statements support one topic.

All statements support one topic.

Reason(s)

The reasoning does not support the opinion or no reasoning is included.

The writing will have two or more statements the support his/her opinion.

The writing compares, contrasts, and/or uses classifying to support an opinion. The writing may also include course or discipline specific content to support the opinion.

Beginning, Middle, and Conclusion

May not have a clear beginning, middle and end. It lacks structure.

The writing will have a topic sentence, clear supporting details and closing.

The writing will have a topic sentence, clear supporting details and closing.

C. Welch

C. Welch 3/12/12! Data: Writing Purpose: What can we learn.

How do we really know that students are preforming at a given level?We developed the indicators but is one example really enough data to declare a grade? Teachers thought that multiple probes would give us greater insight. Figure 3, illustrates our two probe result.

Data AnalysisTeacher data analysis indicated that students with a score variance of +/-2 required the completion of an additional writing sample. Furthermore, with three as the grade level mark, students scoring at or one level above a three would earn a three. Finally, students not scoring at grade level would receive specialized instruction based on item analysis of their previous samples with an additional opportunity to reach grade level. This answers our third question; How will we respond if students donʼt learn?

Conclusion

This process covers several key ideas and concepts in the PLC and RTI frameworks. The final question of, How will we respond if students already know it? was not addressed in this brief, as the situation did not exist. Moving forward the teachers at this grade level were able to employ these ideas and procedures to more effectively instruct and ensure student learning during the fourth quarter writing assessments. This is seen in figure 4. The third series or attempt was given to students who were below grade level and to other students at the teacherʼs discretion. Last, this grade level continues to cross check each others work and utilize data to positively impact instruction. As we move forward the questions have become more instructional strategies based and student centered.

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Communication

Nuts and Bolts, Oct. 3- Oct. 14th

Items of NotePence Pals grant forms are out! Check your email and get them submitted before Oct. 24th!

On Monday October 3rd I will not be in the building. If you need support you may contact Cole B. or you may call Kelly S. @ Washington or Libertyville. I will have my cell and you may call if there is a emergency or serious issue. 641.919.8893

This week we will have a Tuesday morning meeting. That is October 4th at 8:00 a.m. in room 2B.

1. Blogs. Parents are enjoying the blogs so keep them coming! Check out Brian Dunlap’s blog, as he is using quick videos to make the reporting process a breeze. Nice work!

2. Tuesday morning we will also have a quick reading incentive kick o! in the gym. (8:30ish -9:15 ish)

3. Pence Papers, First Grade has a building article due Monday morning. If you or your grade level has something you would like in the article please contact first grade before Monday.

4. I would like to discuss the Fundraiser rewards for the Chip Shoppe. I am looking to get your input and consideration.

5. Fire Drills are coming. Stay tuned to your email.

Calendar of Events • 3rd Pence Papers: First Grade

• 3rd Genius Leadership Meeting

• 4th Building Meeting 8:00

• 4th Reading Assembly

• 5th Late Start at Pence (SBR)

• 11th Chip Shoppe Pick Up 3-6 pm

Procedure Review/Additions1. A new fourth grade lunch procedure is in place that will result in lunch duty teachers having

enough time for their required 25min lunch. Fouth grade students will come in at the second lunch recess bell. This bell will be 5 minutes after the 2-3 bell. This will mean that at least one adult will need to stay out with the fourth graders during this time. As a recess team we will work that out. Questions? I bet you have them. Please stop in to see me or email to discuss improvements or barriers that you see. Thanks!

PENCE ELEMENTARY! ! FAIRFIELD, IA

PAGE 1 OF 2! !

Thanks for all that you do. Please continue to do the right thing for each and every child everyday. Anything is possible, at anytime, and the best way to predict the future, is to create it.

Finally, Expect Great Things!

- Mr. Welch

PENCE ELEMENTARY! ! FAIRFIELD, IA

PAGE 2 OF 2! !

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A Great StartWe are off to a great start to the school year at Pence Elementary. The students, teachers, staff, and families really make Pence a wonderful place to be. I would also like to say thank you to the Pence Community for the warm welcome you have offered the new Pence Teachers and myself, thank you.

September is one of my favorite months. As a young student I can recall the cool morning walks to the bus stop along with the cool first morning recess. The air was always so brisk and clear. Of course this is Iowa and I can also remember the afternoons getting hot and the walk home being a bit sweaty. The same holds true for September in 2011. It is the time of year to start dressing our students in layers to account for the changing temperatures.

Thanks again for a wonderful start to the year. Also, I will be sending a newsletter out at the top of every month. Please watch for it in your email or child’s back pack.

continued on page 2

After school is a wonderful time for our students and their families. Students get to share their day with their families, and families get to share their students enthusiasm for school. As a parent I love to hear my children explain their day and all the great things that they learned or that happened.

My primary goal as a building leader to ensure that your student returns to you in as good as shape as you sent them to us in. That means that student safety is my primary goal.

(Continued on pg. 2)

After School Procedures

DAEVIKA: FOOD: PASTA, ACTIVITY: KICK BALL BOOK: DIARY OF A WIMPY KID

PENCE PAPERSPENCE ELEMENTARY SEPTEMBER, 2011

FAIRFIELD COMMUNITY SCHOOL DISTRICT: DREAM, THINK, LEAD, ACT

SUMMER: FOOD: PIZZA, ACTIVITY: TRAMPOLINE MOVIE: JEEPERS CREEPERS 1

JAYA: FOOD: PASTA, ACTIVITY: BASKETBALL BOOK: DIARY OF A WIMPY KID

After School Procedures, Cont. from pg. 1

To continue to support a safe school for all of our students, I would like to adjust our dismissal procedures. To ensure a smooth transition for our students we will be dismissing according to this schedule:

3:25-Bus Students

3:30-Parent Pick up Students

3:35-Walking Students

We will continue to exit the building using the same doors we have in the past. If you have a student who is walking, please be prepared for them to arrive five minutes later than expected.

My hope is that a majority of the vehicles will be leaving or already gone from our parking lot by the time our students who walk home, leave. I know this may delay some after school plans, but I want to ensure that each of our students arrive home safely.

Safety Patrol

Several students have been asking about Safety Patrol. Safety Patrol is a group of students who take turns helping other students cross the busy intersections in front of Pence and by the Middle School. These students wear safety vests and carry stop signs. All students will receive

instruction on safety procedures, and will be guided by an adult.

If your child is in 4th grade, look for more information to arrive home soon. Every student who wishes to be apart of Safety Patrol must have a signed parent permission form on file prior to the students’ participation.

TEACHERS BLOG: HOW TO CONNECT.

AROUND CAMPUS

THIS IS KIERRA. SHE IS IN 4TH GRADE AND LIKES TACOS, JUMPING ON THE TRAMPOLINE AND THE MOVIE JEEPERS CREEPERS 1.

Pence Elementary teachers are blogging! Every Friday, teachers will have updated his/her blog with current happenings, future events, and insight into how you can continue to support your students learning. So, how can you connect to the teachers’ blog? The first way is to look up the teacher on the Fairfield Schools website at: www.fairfieldsfuture.org. The second way is to connect to my blog and find the teachers’ blogs from my page at:www.principalwelch.blogspot.com. Please feel free to follow the teachers blog and leave comments and connect digitally to your child’s class and school. -Mr. Welch

We have a lot happening in September. From fund raising, school photos and rain forest animals, we have it all at Pence. Families of Pence are always encouraged to attend our events.

Last Friday, we had a Chip Shoppe Kick Off, in the Pence gym. This is our annual fundraiser that provides funding for multiple events and teaching and learning supplies throughout the year at Pence.

This week, we will begin our school participation in the U.S. Cellular Fall School Giveaway! All you need to do is go into your local U.S. Cellular and pick up a voting card. You may call in to the voting center once a day to vote for your school. There will be 17 winning schools throughout the U.S. !

On the 13th of September we will have Rainforest Animals visiting Pence at 8:45 am. and IPTV’s Dan Wardell at 1:30! Families are encouraged to attend.

As I am sure you have heard, the Chip Shoppe fundraiser is back in action and the orders are due on the 22nd. Also on the 22nd is School Photo Day! Be sure to dress appropriately!

Finally, September 29-30 the Pick a Better Snack program will be creating snacks and teaching our students about health and exercise.

Look for some easy and healthy recipes to come home as well.

September Calendar September 2011

9.! Chip Shoppe Kick Off

! U.S. Cellular Give Away (Start)

13.! Rain Forest Animal Assembly (Starts at 8:45)

Dan Wardell, IPTV, 1:30 r e a d i n g t o 3 - 4 t h g r a d e students.

22. Chip Shoppe Orders

are due.

! SCHOOL PHOTO DAY!

29-30. Pick a Better Snack

30. Homecoming!

!FROM THE EDITORReading. Often I am asked how

students can become better readers. My answer, read. Read to

your kids, let your kids see you read, ask questions about what you

read. Share what you are thinking about when you read. Gossie is a

beginner book about a gosling who learns to share. My think aloud

question is, “When have you had the chance to share?” Share a good

book with your student(s) tonight. -Mr. Welch

PENCE PALSThe first Pence Pals meeting will be held at 7:45A.M. in the school library on September 19th. Pence Pals is our school family organization that helps build the Pence community and assist in fundraising focused on student achievement and wellbeing.

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Fairfield Community School District. ! 1

Pence

Pence is about LEARNING!What is the fundamental purpose of Pence? To what end, do we do what we do, at Pence? Those are the questions that I posed to the Pence staff. We started with individual reflection and then group conversation about the questions. We filtered our thoughts and ideas down into four, four to six word phrases.

I took the phrases to www.wordle.com and entered the phrases. Wordle takes text and creates a text based info graphic, where the most used word is largest in size. The image is our resulting wordle.

In the end, Pence is about Learning! I believe that this speaks not only to our commitment to student

learning and achievement, but to our professional learning as well.

I would like to thank the staff for their hard work and reflection during this process. We have defined our purpose and it is student learning centered. This

really helps set the stage for more great things for students at Pence. Stay Tuned.

-Mr. Welch

February Newsletter. In this issue... Trojan Traits, Perfect Attendance, ITBS and our Focus on Learning.

Friday Assembly! Tomorrow at 2:45 in the Pence gym we will have an assembly to celebrate first semester perfect attendance, introduce the Trojan Traits, and get pumped up for ITBS. Please join us if you can.

ITBSIowa Tests of Basic Skills (ITBS) will be taking place at Pence February 6-10. Students in 2, 3, 4th grade will be testing from 8:50-10:30 everyday. Please get a good night sleep and eat a good breakfast. Arrive ready to show what you know!

Trojan TraitsAfter much planning we are ready to implement Trojan Traits at Pence. Trojan Traits are Respectful, Responsible, and Safe. We will be talking and teaching the Trojan Traits in different locations of the building as the year progresses.

Perfect AttendanceWe have had 80+ students who have not missed a single day of school! This is outstanding and worth celebrating.

WinterPlease keep an eye on the weather and dress your student in layers. It has been a very hot winter and it might not last. Be ready for changing temps at any time. Temps under 50 deg. will require coats hats and gloves. Be ready!

Wednesday BreakfastJust a reminder that the district does not serve breakfast on Wednesday. We have some breakfast bars out for students if needed, but we don’t have enough for every student. Please plan accordingly.

The Quick Brief. "

[1]

2011-12

LIMO RIDESThey earned it, and here it is. The limo rideds are scheduled and families are invited to photograph the event as needed. (Continued on p2.)

MUSIC PROGRAMIt is that time of year again, time for the music program. Mrs. Keller and our fantastic second and third grade students will perform.(Cont.p3)

HELPING OTHERSPence students and staff are going above and beyond this year with giving. Student council is doing a food drive. This drive was generated by students. (Cont. p2)

This third grader is ready to joust!

DEC.

@ PE

NCE

[2]

PENCEDecember 2011

Fun Facts:The blue whale can produce sounds up to 188 decibels. This is the loudest sound produced by a living animal and has been detected as far away as 530 miles.

A WORLD OF GIVINGPence student council steps to the plate and sets the tone.

The Pence student

council wanted to give

back to the community.

After much discussion

the decided to hold a

food drive. Non-

parishable foods may be

delivered to Pence and

placed in the boxes

below the main stairs in

the entry of Pence.

Students will deliver

the goods to area food

banks throughout this

month. Please be sure to

participate and help our

students understand the

power of giving to

others.

Students are bonkers for the bounce house!

Pence students who

met their goal of meeting

or exceeding the

fundraising threshold

requirement for a Limo

ride, their reward awaits!

December 21st. is the

big day. From 9-11a.m.

students who qualified

will take part in a long

awaited limo ride. Please

stop by to take photos of

your student if you are so

inclined.

LIMO RIDESPence students hard work pays off.

[3]

Pence Music Program

The Pence music program will be held on

Tuesday, December 13th at 7:00p.m. at the

Fairfield High School Auditorium. Please ensure

our student is there by 6:40. I look forward to

seeing everyone there.

Shoes for a Cause...

Our local Girl Scout Daisy Troop # 9560 is

having a shoe drive from December 5th -19th.

Shoes must be in good condition and may be

dropped of at Pence in the Girl Scout box in the

front entry. Several students at Pence belong to

troop # 9560 and they thank you for your

support.

SAFETY, SAFETY, SAFETY

From my blog:Sometimes it is the little details that make all the

difference in the world. Take for example the

Apple track pad on all new laptops, successful

uses requires that one, "drive" with only one

hand. For a majority of the world who has been

using a track pad this way, you won't notice

much of a difference. Young students on the

other hand do notice a huge difference. In a lot

of cases they have to unlearn their two handed

technique for more function with the one handed

approach. Is this a huge deal requiring a lot of

training and special classes? No. However, it is

a sticking point for teachers and students alike.

Simple awareness solves the issues. Still, the

little things matter.

! The same holds true for procedures at

Pence. Pick up and drop off procedures

focusing on student safety is all about the little

things. Please continue to drop off your student

by parking or pulling over to the side. This will

ensure that we do not block traffic. Please do

not drop your student on the east side of sixth

street and have our student walk across sixth to

get to Pence. Crossing traffic on an early and

busy mornings puts our students in great

danger. If a student exits a north bound vehicle

she/he will need to go to a crosswalk to cross

sixth street. Again, do not have them cross in

front of or behind your vehicle.

! The extra time that it takes to go to a

crosswalk, or to ensure that you are driving with

southbound traffic, is time well spent to ensure

that our children are safe. I know it may not

seem like a big issue, but the little things matter.

At a Glance:

12/13

Christmas Program

@ FHS 6:40 showtime

7:00 p.m.

12/21Limo Rides9:00-11:00

12/21No Late Start.

This is an Early Out Day. We will dismiss at 2:30.

CALENDAR

WINTEREADING

Winter Reading: I would like to start a winter reading program that would allow students to be read to in the morning before school starts. To see if this is feasible, I would like some input from potential volunteers.

If you are interested in reading to students from 8-8:20 a.m. please complete this survey or call 641.919.8893. I would like to get volunteers all lined up before starting the program. Survey: http://bit.ly/sXzI6n

As the winter months approach and the temperature drops, mornings outside of Pence are very cold. Please continue to dress your student with warm jackets, hats, and gloves. Colder temps will require all students to have proper attire for recess as well.

[4]

November 21, 2011

ATTENDANCEDiana DrishElizabeth TitzeTina CardisMandy MooreSabrina KurkaSherri MinertChris Welch

SABRINA- TREASURER'S REPORT$17, 027.20$300- teachers gift$25 parent donation

Book sales- 2 books given per teacherPositive feedback on conference week snacks

DIANA- GRANT UPDATE-committe met October 25th @ 6pm-several teachers awarded-$3,071 in grant money awarded-committe ensured that items awarded went directly for child learning/classroom

-Diana began discussion on choosing a date for the Movie Morning-March 10th decided date (time and details to yet be discussed)

-Mandy Moore volunteered to be in charge of the Movie Morning activity

and agreed to call theatre to begin making arrangements-Pence Pals pays admission, families pay concessions

PRINCIPAL'S REPORT-Discussed the response to the PBIS intervention program (academics/behavior)-December 7th, February 1st- team/staff development/leader meetings (all day)-Meetings will include reps from each grade level/parents-Open invitation for reps who are interested in helping build theprogram (spots available for 1-2 parents)Nov. 23rd- Teacher Quality meeting to introduce PBIS to entire building staff-All elementary schools in district will have same expectations for behavior-report on LEAD (Listen, Encourage, Act and Dream) -will begintickets, drawings, assemblies-Looking for parent volunteers to come in AM and read to children from7:45-8:15AM

-McDonald's Neighbors Program-Tina Cardis brought in flyer and we began discussion oninterest/possible involvement

-Mr. Welch has called to inquire/express willingness to

participate-has not yet received a response-program requires school families/staff to save receipts, redeem themfor products on website-Mr. Welch stated he would register for program-Discussion on a similar program at HyVee (i.e. redeem receipts forschool products)-Limo ride (fundraiser participants) will be on Dec. 21st-Next meeting- Jan. 23rd

PENCE PALS MINUTES

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The Program:?0#)'9546-)).#-)'954#1";;#35*11)09)>#7#####@A#B"%#?11#B<CD#;4*++#E&"1/04*%2A7#####FA#!"#=)9'0G#H*0/*%2#IJ45#7#####IA#:0(;G#K*%35#FI%(7#####LA#M03)04'&);G#!5)#4)*,#-'45#45)#='99);4#$)%3)04*9)#"+#-)'954#1";;#-'11#-'0#BNO!?PNQRNC#$%'S);>#8%'S);#4"#=)#()4)%,'0)(#*0(#*00"/03)(#*4#*#1*4)%#(*4)>

The Procedures:7 !)*,;#"+#L#E@#4)*,#,),=)%#-'11#=)#();'90*4)(#*;#4)*,#3*$4*'0A7 T)).12#-)'954;>#:&)%2#K"0(*2#=)+"%)#@$,>#M0('&'(/*1#4)*,#,),=)%;#-'11#$%"&'()#4"#45)#

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The First Weigh In: This is the best part. Recording your initial weight could not be easier or more confidential.

1.Join a team or make your own.

2.Decide on a team name.

3.Weigh in on the scale you would like to use for this event.

4.Go to this url: ( http://bit.ly/zON0r8 ) and record your team name and starting weight. (Your name will not be recorded at anytime)

The Other Weigh ins:Now, the program gets even easier. Simply record your weight loss to the nearest half pound and inform your team captain.

! ! 2012

PAGE 1 OF 2! ! DURATION: TWO CLASSROOM PERIODS

Team Captain:Your role is one of support and recording.

1. Send the names of your team members and your team name to, Chris Welch and Renee Gaumer prior to Jan. 30th.

2. Remind your team members to record their starting weight as listed in the, “First Weigh In” section.

3. Ensure that your team weighs in and shares individual weight loss with you every Monday morning.

4. Go to (http://bit.ly/A4CiPf) to record the total weight loss for your team. (round to the nearest half pound) before 1 p.m. each Monday! (this is CST time)

5. Encourage your team daily!

6. Celebrate your improving health!

The Contacts:!"#$%&'(")#*+),-"*./)0-)*/#$0-$(1,2*3456758979:;8<)0))*=1>?)#*.@ABC/)0-)*B-"'',*D>#%)2*345675897;E6E*'#*456758979:;8

The Advice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

<)?)?Q)#*)O)#J'0)*K"'*(1#&$-$(1&)%*K$0%*Q)&&)#*")1,&"XXXXXXXXX

! ! 2012

PAGE 2 OF 2! ! DURATION: TWO CLASSROOM PERIODS

Teacher’s Name: Grade/Subject Taught: Date of Completion:

Checkout Criteria

Yes No

A) Librarian

1. AV Equipment, Library Books, “Other”, returned.

B) Secretary/ Principal

1. Keys, Labeled (sealed envelope) and returns..........................................................

2. Pay O!ce Debts (Food Service)............................................................................

3. Room and Equipment Inventory............................................................................

4. Textbook Inventory.................................................................................................

5. Supplies/ Equipment Requests (must haves).........................................................

6. Summer Address and Phone Number....................................................................

7. Turn in grade book or Assessment Portfolios........................................................

8. Report Cards (that did not make it home) turned into the o!ce for mailing...

9. Room Items boxed and labeled for moving.............................................................

10. List of repairs submitted in “perfectforms”...............................................................

11. IPDP Review and Date...........................................................................................

12. (Cum.) Files are up to date (Report Card).............................................................

13. Milk Tickets are turned in........................................................................................

14. Computer, cord, bag, dongle, ..................................................................................

Pence Elementary

1000 S. Sixth St.

Fairfield, Iowa 52556

Teacher Checkout

Notes:

Pence Elementary

1000 S. Sixth St.

Fairfield, Iowa 52556

Teacher Checkout

Please Indicate your desired room arrangement for 2012-13Item Quanity Notes

Chairs

Desks

Rectangular Tables

Kidney Tables

Computers

Teacher Desk

Teacher Chair

Speakers

Projector

Document Camera

Science Books

Reading Pro. Books

Math Books

*

*

*

* Denotes additional areas provided by the teacher

Summer Address/Phone:

Additional Notes:

RTI

Student Target Plan Teacher:Student:Area of Concern:Standards Based, Measurable Target Goal: ____________________________________________________________________________________________________________________________________________What is the data behind the development of the goal:____________________________________________________________________________________________________________________________________________________________________

C. Welch

Intervention

Class Data

Who is Responsible?

Chart/Graph Title

Frequency/Duration (How long will the intervention last)

How often will progress monitoring data be collected, graphed or charted? By whom?

Describe the intervention:

(Chart or Graph)

Non-IEP Class Average:

Student Score:

Pence Elementary, S.A.T Referral Packet

Student:___________________________ Grade: _______ Teacher:____________Date:____________ School:______________ Referring Teacher:_______________Parent/Guardian:_______________________

Please complete sections A-D. Fill out section E only if behavior is an area of concern.

A. Mark only the areas of concern that Significantly Affect the studentʼs learning in the classroom. Rate your concern as (H) for high or (S) for some. If you are not sure do not mark it.

Attendance Attention Span

Activity Level Memory Skills

Oral Comprehension Following Directions

Language Development Response to Questions

Language Fluency Ability to Focus on a Task

Problem Solving Ability Frustration Threshold

Vocabulary Self- Expression

Organizational Skills Self-Discipline

Easily Confused Gross Motor Skills/Coordination

Social/Interpersonal Skills Fine Motor Skills

Self Awareness Disorientation

Aggression Passive

Low Self-Esteem Lack of Responsibility

Academic Progress (List Area of Concern)

Behavior

Academic:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pence Elementary" C. Welch, 2011

c. Welch

Behavior (Observations, Data, Area of Concern)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. List the Studentʼs strengths: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. What other information would you like to provide to assist the S.A.T. team in providing supports for this student?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

D. Target Plan Data:1. List the target plan goals, interventions, and progress made during Tier 1

interventions:"" Goal and Duration: _________________________________________________" Intervention: _____________________________________________________" Progress: _______________________________________________________

" Goal and Duration: _________________________________________________" Intervention: _____________________________________________________" Progress: _______________________________________________________

Reading: BRI: Fall, Winter, Spring (Circle one)" Student " " " " " " " District Norm" WCPM: _____! ! ! ! ! ! ____________! Accuracy______! ! ! ! ! ! ____________! Comprehension ______! ! ! ! ! ____________

Pence Elementary" C. Welch, 2011

c. Welch

Math: DMI: Fall, Winter, Spring (Circle One) ! Student ! ! ! ! ! ! District Norm! N/O______________! ! ! ! ____________! Alg.______________! ! ! ! ____________! Meas. Geo. _______! ! ! ! ____________! DAP_____________! ! ! ! ____________!

2. ! List and describe how you have modified assignments, differentiated instruction, and/or changed the physical environment to support our student.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Check any of the following Tier 1 interventions and/or accommodations that have been used up to this point, along with the duration.

Tiered Assignments

Memory Drills Previewing/Rephrasing

Anchor Activities

Graphic Organizers

Charts/Labes Computer Assisted Instruction

Manipulative(s) Learning Contract

Study Buddy

Visual/ Verbal Clues

Reading Buddy Peer Tutoring Varying Levels of Questioning

Alternative Materials

ESL Cooperative Learning

Title 1 Reading 5:1 Praise Small Group Instruction

Guided Practice

Extra Instructional Time

Flexible Grouping

Reteaching with different Approach

Co-Teaching

Acknowledging Correct Responses

Authentic Learning (Linked to studentʼs life)

Chunking out large tasks

Giving Opportunities for Success

Incorporating Cultural Differences

Successful Family Involvement

Bilingual signs/Labels

Using the student interest profile

building on studentʼs Strengths

Tutoring

Pence Elementary! C. Welch, 2011

c. Welch

4. Other Interventions (include duration of intervention): ____________________________________________________________________________________________________________________________________________________________________________________________________________

E. Teacher Data for Addressing Problem Behaviors Do not complete this section if behavior is not a concern1. Describe the behavior using measurable and objective terms.

____________________________________________________________________________________________________________________________________________________________________________________________________________

2. When is the behavior most and least likely to occur? Use tracking data.__________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What do you think the student gains or avoids by engaging in the behavior? !Gains:____________________________________________________________________________________________________________________________________________________________________________________________________________

Avoids:____________________________________________________________________________________________________________________________________________________________________________________________________________

4. Describe the specific expectations you have for the student that are not being met: ____________________________________________________________________________________________________________________________________________________________________________________________________________

5. What actions/behaviors could the student use as a substitute for the behavior regarded as un acceptable? ____________________________________________________________________________________________________________________________________________________________________________________________________________

Pence Elementary! C. Welch, 2011

c. Welch

6. What techniques have you already tried to help the student meet behavioral expectations?

Rules are Posted Loss of Privileges immediate Feedback

Behavior Contract

Met with Parents Reward System Hand or Other Signals

Offered Options/Choices

Consistency of Enforcement

Modified Discipline Plan

Decreased Task Difficulty

Detention/Suspension

Referral to Office Referral to School Counselor

Truancy Corrective Action Plan

Other:

Signed:__________________________________________________________Date:_____________

Pence Elementary! C. Welch, 2011

c. Welch

SAT Intervention Plan Teacher:Student:Area of Concern:Standards Based, Measurable Target Goal: ____________________________________________________________________________________________________________________________________________What is the data behind the development of the goal:____________________________________________________________________________________________________________________________________________________________________

C. Welch

Intervention

Class Data

Who is Responsible?

Chart/Graph Title

Frequency/Duration (How long will the intervention last)

How often will progress monitoring data be collected, graphed or charted? By whom?

Describe the intervention:

(Chart or Graph)Non-IEP Class Average:

Student Score:

Initial Baseline Data:

End Point Data:

5 3 1

Teachers are actively involved in providing the intervention and support.

Teachers play a key role involvement in the design and and delivery of the intervention.

Teachers have some input and oversight but a majority of the intervention is done by para-professionals.

The teacher has little to no involvement and the intervention is done with the absence of a teacher. These are computer programs and online interfaces

The intervention reflects a comprehensive approach to reading and writing

Reading and writing are experienced together by the student, in an integrated and cohesive whole

Important components of the reading process are addressed but done so in isolation. Reading or writing is taught but not both.

Intervention focuses on a specific skill or aspect of literacy development. (phonics, fluency,vocabulary, comprehension)

The intervention for reading and writing are engaging

Authentic, fiction and non-fiction, children's literature is the core of the intervention.

Intervention relies on isolated paragraphs and topics selected by the intervention.

The program uses artificial text. No connected text skills.

Intervention is driven by useful and relevant assessments.

Teachers administer assessments and tailor individual instruction: writing samples and text based discussions are one type of assessment used.

Uniform assessments are used for program entry, exit, and placement.

All students start at the same point and move through the interventions regardless of their individual performance.

Intervention provides significant opportunities for authentic reading and writing.

A majority of intervention time is devoted to authentic reading and writing.

Periodic opportunities for students to read and write

No connected reading and writing is provided. The focus is on word level activities and/or skills worksheets.

C. Welch ! Guiding Target Plans for Struggling Readers

Fairfield Community School District 2011-2012, Pence Elementary. ! Adapted from Fisher and Fry

Intervention and Supports for Struggling Readers.Do the intervention initiatives promote the student to read more and read better?

PBIS

Tracking BehaviorIntent:This form is to collect data regarding a the time, behaviors leading to and after an event that results in an acting out episode for this student (the name has been omitted from this document). The form is to help guide the SAT team in building supports for the student to help support student success. .

Date/ Time

Location Staff Persons Involved.

Behavioral Notes: Please include events prior, during and after the episode. In your professional opinion,

what was the trigger to this event?

PENCE ELEMENTARY! ! FAIRFIELD, IA

PAGE 1 OF 5! !

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LET’S TALK MOTIVATION

M.I.T., CARNEGIE-MELLON, UNIVERSITY OF CHICAGO

Money

Performance

Level of task

Performance

If then tasks Conceptual, Intellectual

Money as a motivator

MOTIVATION BEYOND MONEY

Autonomy

Mastery

Purpose

engagement

Autonomy

engagementManagement

Accountability

Fun

Mastery

Improvement is Satisfying

Wikipedia Apache Linux

Challenging

Purpose

Authentic

Why do we do what we do?

Impact Meaning

What happens if we invite our students to participate in our classroom that offers

more, Autonomy, Mastery, and Purpose?

Engagement

21st Century Brains

and students who are well served for the jobs of today not the jobs of yesterday.