{"id":744,"date":"2021-01-23T00:59:10","date_gmt":"2021-01-23T00:59:10","guid":{"rendered":"http:\/\/blogs.bend.k12.or.us\/brian.kissell\/?p=744"},"modified":"2021-01-23T00:59:10","modified_gmt":"2021-01-23T00:59:10","slug":"january-22-update","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/2021\/01\/23\/january-22-update\/","title":{"rendered":"January 22 Update"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Appreciation and Gratitude:&nbsp; <\/strong>I just want to share that I received an overwhelming amount of messages via in-person, email and by text expressing appreciation, gratitude and support from our parents this week.&nbsp; Many of them wanted me to relay to you that they know this is not easy and you have their unwavering support and heartfelt love.&nbsp; The emotion of some of the conversations this morning brought a few tears to my eyes (which then froze), but I really want you to know the joy expressed is meant for all of you.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/forms.gle\/SMTat2Xp61pMwxsY8\">Shout Out Ticket<\/a> <strong>&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Friendly Reminder:&nbsp; <\/strong>This is as much for me as for everyone else.&nbsp; Please remember that the library is now a kindergarten classroom.&nbsp; If (like me) you tend to use this as a quick passage to the other side of the school, you (I) do so at the risk of distracting Marci\u2019s class.&nbsp; Please consider using an alternate route around and please be mindful of your voice volume even if you are on the other side of those barriers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Next week:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Wednesday 1\/27 will be an individual teacher prep day &#8211; you are going to need this time.&nbsp; Our first EBISS meetings centered around core instruction will be postponed to Wednesday 2\/10.<\/li><li>We will keep our staff meeting scheduled for Thursday 1\/28 at 2:45 via WebEx.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Parks and Rec Childcare<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Team Up will continue for approximately 15 4th\/5th graders during the school day.&nbsp; They will continue to use the cafeteria.<\/li><li>Kids, Inc. will start up for after school childcare and we will have two cohorts; one in the cafeteria and one in the gym.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/docs.google.com\/document\/d\/1rjb560HpzCEyNZzCS6vtPYsLzkSVuElU0Ur8g8ORhvA\/edit?usp=sharing\">Return to School Information<\/a>&nbsp; Nothing changed on this doc, but it\u2019s good to review it.&nbsp; If you have not already noticed both rooms 6 and 13 are set up and ready to use as a break space for staff.&nbsp; These rooms will occasionally be used for student evaluation but we\u2019ll do our best to work around times needed for staff breaks.&nbsp; These spaces offer an indoor space for staff to eat, however it\u2019s worth noting in most all work places that eating in staff break rooms is considered a higher risk.&nbsp; Many work places (not just schools) are advising their employees to eat outdoors or in their own cars whenever possible to reduce risk.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Safety Team;<\/strong> Next meet is Friday 2\/5 at 2:45;&nbsp; <a href=\"https:\/\/docs.google.com\/document\/d\/1UH1kD6U-hsFsrqYfcFjNzOUBgZbQW7BzfMnGFYG22Ds\/edit?usp=sharing\">Safety Team Notes<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>COVID Valentines Day Guidiance &#8211; <\/strong>The information below was ciruclulated by some other principals after conversations with Paul;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022Valentine cards will need to follow the same safe handling rules as all materials. We plan to have students bring their Valentines to school and distribute them in individual boxes by Tuesday, 2\/9.&nbsp; The boxes will then sit until Friday, February 12th, when students will open them at Valentine parties.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022Any candies brought need to be sealed airtight &#8211; i.e., foil-wrapped Hershey Kisses are <strong>not<\/strong> airtight.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022If students bring their Valentine cards with less than 72 hours to sit, their cards can be laid out on a table and misted with the electrostatic machines.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/drive.google.com\/drive\/folders\/1-v-rNWjD4xkejrPkLS5e6yrsCjBNAXQP?usp=sharing\">SEL Menus <\/a>There are now nine weeks worth of SEL menus! Number nine has some great Brain Gym Videos. Easy (for some people, not me!) brain warm-up ideas that students can do at their desks.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/docs.google.com\/document\/d\/1x0fKC648KLlqZqTBbdB7fXjydd3ZdXj_-C0OCvHVSOo\/edit?usp=sharing\">TLC Update<\/a>&nbsp; Please take note of the statement on Lexia and Dreambox<strong>.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>News from Nurse Tami &#8211;&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Quarantine Time Change <\/strong>\u2013 Quarantine time has changed from 14-days to 10-days when an individual has been exposed to a positive COVID-19 case.&nbsp;<\/li><li><strong>COVID-19 Notification Process in Schools <\/strong>\u2013 Notification of a positive COVID-19 case (in a school building) will be sent out to parents and school staff within 24 hours of case confirmation. A separate communication will be sent to parents in cohorts affected by the case. Information in this communication will include quarantine instructions (if warranted).<\/li><li><strong>Attendance Voice Message<\/strong> &#8211; our attendance line will be asking parents to provide symptoms for children called in sick to help our nursing staff with tracking illness.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>District Level Subs update &#8211;&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>16 subs are currently in the process of being hired<\/li><li>Target start date for them is Feb 8th<\/li><li>The system for requesting and deploying the district subs is still TBD<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Transition to District CDL Timeline<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Grades K-3 District CDL Students<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Week of January 18 &#8211; continue with CDL activities from current teacher<\/li><li>Week of January 25 \u2013 learning packets and online activities (these will be created by Teaching and Learning and distributed to school sites (by 1\/22) for distribution.&nbsp; Schools will need to notify parents that the learning activities are available for pick-up&nbsp;<\/li><li>Week of February 1 &#8211; learning packets and online activities for CDL students;&nbsp; District CDL teachers will reach out to families for initial connection<\/li><li>Week of February 8 \u2013 District CDL begins<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Learning Packets: The &#8220;learning packets, &#8221; which will provide families with resources for January 25th-February 5th for our K-3 district CDL students will be delivered to your building by the end of the day on Friday, 1-22.&nbsp; Please contact the families in your CDL tab for pick-up.&nbsp; Packets for Spanish speaking families and 4-5 grade students will be delivered early next week.&nbsp; If there are questions regarding packets, please refer these to Julie Walker.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Grades 4 and 5 District CDL Students<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Week of January 18 &#8211; continue with CDL activities from current teacher<\/li><li>Week of January 25 \u2013 continue with CDL activities from current teacher<\/li><li>Week of February 1 &#8211; learning packets and online activities for CDL students; District CDL teachers will reach out to families<ul><li>District CDL Parent Info Night (Virtual) with Q and A<\/li><\/ul><\/li><li>Week of February 8 \u2013 District CDL begins&nbsp;<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">(*)All elementary students will receive a school-issued iPad to assist with learning opportunities. Families needing internet connectivity should reach out to their school for assistance.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Table below shows the district enrollment for our 3 options.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/lh6.googleusercontent.com\/JYuZQTVOIHFPARKLOZmVm2DXMbcqJ6EQXo_q0nAAqGs8OeiYx-EaN7w4v6JnzpXGu0XNWJ5XpfqIZPFmgJ_j9l4kBoFuBO53zT6AMmHz3D_y8fBCQFaadvT0rdabQiEIV5jXFShd\" alt=\"\" \/><\/figure>\n\n\n\n<h1 class=\"wp-block-heading\"><strong>What Will It Take to Get All Students Reading Well?<\/strong><\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;In this article in <em>American Educator<\/em>, Sharon Vaughn (University of Texas\/Austin) and Jack Fletcher (University of Houston) summarize some key insights from 30 years of literacy research: \u201cThere is no doubt that some children have reading disabilities, but the key to improved outcomes for the vast majority of struggling readers, including those with a reading disability, is enhanced core instruction \u2013 and that means enhanced curricula, assessments, pre-service and inservice professional development, and supports.\u201d Vaughn and Fletcher bemoan the fact that some students with preventable reading problems haven\u2019t received effective instruction and are referred to special education, while others who have genuine reading disabilities are not getting early and effective interventions. System-level improvement is needed to fix these problems.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;How can schools be organized so that almost all students learn to read? The authors echo the findings of the 2002 President\u2019s Commission on Excellence in Special Education, which closely parallel the current emphasis on RTI (response to intervention) and MTSS (multiple tiers of systematic support):<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Focus on <em>results<\/em> \u2013 frequently measuring students\u2019 reading proficiency \u2013 versus <em>process<\/em> \u2013 implementing bureaucratic procedures.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Focus on <em>prevention<\/em> versus <em>remediation<\/em>. This means universal screening and early intervention, progress monitoring, and appropriate support for struggling students. \u201cIt is better to over-identify children at risk for reading problems as early as possible and provide necessary instruction,\u201d say Vaughn and Fletcher, \u201cthan to under-identify and have large numbers of students who suffer as their problems linger without the required instructional support.\u201d&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2022 Consider students with disabilities as general education students first \u2013 using effective Tier 1 instruction \u2013 and closely align general and special education services for students who are found to need Tier 2 and Tier 3 support.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To be implemented effectively, there needs to be ongoing professional development so instruction, assessment, and interventions are handled well.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vaughn and Fletcher say that most of what they describe requires system-level change \u2013 but what can teachers do right now to support all students? Their suggestions:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Maximize students\u2019 time on task with proven practices versus transitions, over-explaining, and behavioral management.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Use one-minute lessons \u2013 a very short review of a challenging task, time to practice word reading with feedback, or a chance to show what they know.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Customize instruction to students\u2019 learning needs based on good assessments.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Teach struggling readers in pairs or small groups, tailoring instruction to their needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Get students reading a wide range of text types and text levels.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8211; &nbsp; Provide explicit instruction with feedback: clear expectations up front; direct communication of those to students; modeling what students are to say or do; asking students to demonstrate the skill; providing prompt and specific feedback; and maintaining high levels of student success, engagement, and response (not calling only on the high achievers).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.aft.org\/ae\/winter2020-2021\/vaughn_fletcher\">\u201cIdentifying and Teaching Students with Significant Reading Problems\u201d<\/a> by Sharon Vaughn and Jack Fletcher in <em>American Educator<\/em>, Winter 2020-2021 (Vol. 44, #4, pp. 4-11, 40); Vaughn is at srvaughn@austin.utexas.edu, Fletcher at JackFletcher@uh.edu.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Appreciation and Gratitude:&nbsp; I just want to share that I received an overwhelming amount of messages via in-person, email and by text expressing appreciation, gratitude and support from our parents this week.&nbsp; Many of them wanted me to relay to &hellip; <a href=\"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/2021\/01\/23\/january-22-update\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":431,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-744","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/posts\/744","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/users\/431"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/comments?post=744"}],"version-history":[{"count":1,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/posts\/744\/revisions"}],"predecessor-version":[{"id":745,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/posts\/744\/revisions\/745"}],"wp:attachment":[{"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/media?parent=744"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/categories?post=744"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/brian.kissell\/wp-json\/wp\/v2\/tags?post=744"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}