Our Feaster instructional coaches led our professional development meeting this week where they reviewed the essential information for CAASPP testing.
Mr. Villareal shared the following in the opening remarks:
“Our job is to do our very best to get our students prepared for any assessment and any encounter they may come across in the near and distant future…”
CAASPP Presentation
Feaster staff – after reviewing the presentation slides above, please take some time to also checkout the resources shared in our Feaster Elementary OneNote under the CAASPP tab!
The English Language Proficiency Assessment for California (ELPAC) consists of 4 sections: listening, speaking, reading, and writing. This week’s PD was focused on details about our upcoming assessments:
This week, our Feaster Charter staff was welcomed back from fall break with a generous breakfast before getting into our professional learning for the quarter.
Operations Meeting 10/9/23
Charter Renewal Update – next meeting is 10/17/23, need a new staff member to fill an open position, preferably in the 4th-6th grade band
Noon Duty Update – professional development is currently being done with our noon duties
Open classroom doors at 7:55
Instruction begins at 8:00
CAMTSS
Fidelity Integrity Assessment (FIA) & Schoolwide Implementation Tool (SIT) – a review of the goals identified:
PBIS Update
Ms. Aderholdt and Mrs. Bravo reviewed the PBIS data that was collected during quarter 1.
4th – 8th Professional Development
Data shows a high level of phonological awareness, vocabulary and comprehension are our areas of focus.
Tier 1: everyday conversation, site words, words that name things
Tier 2: require instruction, may have multiple meanings, could be part of word families, vital for comprehension
Tier 3: more common in informational passages, key to understanding a new concept
What is the value of teaching each tier?
Students recognize a variety of vocabulary levels
Exposure to multiple meanings
Supports reading comprehension
With 63% of our student population being English Language Learners, which tier would most benefit them?
“It is important to connect the new words to students’ prior knowledge. To do this, teachers can actively involve ELLs in learning new words, create a vocabulary rich environment, and teach through a variety of strategies. For younger children, realia, actual objects or items, are useful for making abstract words more concrete. For example, in teaching shapes, teachers can bring to the classroom objects of different shapes.” – Claire Sibold, Building English Language Learners’ Academic Vocabulary: Strategies & Tips
Conversation: tier 2 and tier 3 words are often embedded in questions, we will be working to identify direct instruction strategies to support vocabulary.
Practice choosing words:
Is this a generally useful word?
Does the word relate to other words and ideas that students know or have been learning?
Is the word useful in helping students understand text?
If you answer “yes” to all three questions, it is likely a Tier 2 word. If not, it is probably a Tier 3 word.
On Wednesday, September 20th and Thursday, September 21st, several of our Feaster Charter team members attended a Community Schools Summit. The notes below share highlights from this two-day conference.
Opening Keynote:
Children bring their whole selves to school
Family and caretakers feel accepted
Student success is a focal point
Definition of a Community School:
A community school strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development.
As partners, they organize in-and-out of school resources, supports, and opportunities so that young people thrive.
“Submissive respect” should be replaced with “hared planning and community agreements”
Community Agreements
We are curious, open, and respectful. The story stays, and the learning leaves grows (Feaster’s update). We take space and we make space. We zoom in and we zoom out. We can’t be articulate all the time. We speak from our own experience. We take care of ourselves. We take care of one another.
Instead of getting on students for being late, welcome them, then, later on, have a conversation about what needs the students have in order to arrive on time
Consider trust, power, and access when building an advisory/board/team/committee
HERE Now Program: Helping, Engaging, Reconnecting, Educating
Purpose: to reduce the stigma around seeking help for themselves and others
Working to support the school culture and environment and working with schools existing anti-bullying protocols and initiatives
Student Mental Health Stressors
“In a 2019 survey of more than 5,000 teen-parent pairs, over 400 teens reported having thoughts of suicide.”
Wellness Check-In
The resource below can be used to check-in with your child or family on a regular basis.
Bullying:
Urgent Warning Signs:
If you hear any of these, do not leave the person alone, instead, make a plan to stay with them or make sure they have someone with them:
Resources:
REMEMBER: Tell the support persons about the signs you’ve seen in your teen that are concerning. “My teen’s stress has gone beyond what’s normal and I’m worried about them because….” -SBCS
This week, our Feaster Charter staff participated in an iReady PD hosted by iReady representative, Paul Lombardi:
Notes:
Students who are in 3rd and up will see “tested out” for phonological awareness regardless of levels, that is because iReady does not have an effective measure for phonological awareness
Goal – 30 – 49 minutes a week per subject
Reading buddies can be created in iReady:
Found under “grade level scaffolding”
Leveled Lessons can be found in the Teacher Toolbox
Feaster STEAM Academy exists to meet the needs and foster the achievement of the whole child.
At Feaster STEAM Academy, we are committed to promoting equity by addressing the diverse academic, social emotional, behavioral, mental health, and physical needs of all students. We place students at the forefront of all decision-making processes. Our goal is to prepare them for college and career readiness within a global society. We achieve this through an integrated approach that combines the principles of STEAM education and language immersion in our instructional practices.
Core Values:
We have a growth mindset.
We keep all staff and students in mind.
We commit and follow through.
Why?
Today we are going to dive into Bullseye, a powerful tool that will greatly support our collective work. Bullseye is designed to enhance our instructional support systems so that we can foster a culture of collaboration as a team.
With Bullseye, we can easily set goals, provide targeted feedback, and track progress, all within a user-friendly platform. It will empower us to align our coaching efforts with individual teacher needs, ultimately leading to improved instructional practices and student outcomes.
This platform will also allow us, as leaders, to provide you with improved support because we can tailor our coaching and professional development around the true needs of our staff.
What is Bullseye?
An instructional support system (a platform) focused on making observation and feedback meaningful.
It allows for classroom observers to record video, collect notes, and share feedback after a classroom visit.
It starts with teachers reflecting and setting goals and allows observers to support their progress towards those goals.
How will Bullseye be Used?
Evaluations:
Teacher self-reflections and evaluation goal setting will allow admin to know what supports you would like.
Classroom Walkthroughs:
Connected to goal
Professional Learning Cycle:
Quality indicators
Coaching:
Reflective
Snapshot
At Feaster Charter, we use the Danielson Framework for evaluations of certificated staff members. For your yearly evaluation, you will be asked to select two goals to focus on for the 23-24 school year. We have differentiated the goal selection for new teachers, veteran teachers, support staff, and counselors. Please see next slide for more specific information.
Evaluation Materials:
In your Formal Evaluation One Drive folder, you will find:
Danielson Framework Smart Card (the four domains and components at a glance)
Danielson Framework Evaluation Instrument (description of each domain and component, rubrics for each component, and examples within the classroom)
Blank Formal Evaluation Document
ASCA School Counselor Professional Standards & Competencies (School Counselors only)
Danielson Framework
If you are a new teacher (clearing your credential):
You will select 1 goal from Domain 2: The Classroom Environment
You will select 2 goal from Domain 3: Instruction
If you are a veteran teacher (have cleared your credential):
You will select 1 goal from Domain 3: Instruction
Your second goal can come from any of the domains, including having a second goal in the domain of instruction
If you are a support staff member:
You will select 2 goals in any domain, specific to your roles and responsibilities
If you are a school counselor:
You will select 1 goal from Domain 3: Instruction
You will second 1 behavior you would like to focus on from the ACSA School Counselor Professional Standards and Competencies
If you are an Instructional Assistant (IA):
Communication of learning targets
Quality of questioning
Student Talk
Use of Scaffolds
Use of Learning Time
Norms for Learning
** If you are a staff member that has received a 3 or 4 on both goals for two consecutive years, you will select a goal for feedback for the year, however this goal will be used for professional growth, not for evaluation.
Directions:
Please take some time in selecting two goals that you would like to focus on for this school year. Take the time to think about any supports or resources you may need that would help you in reaching your goal. This could be anything from materials, having a lesson modeled in your room on a specific skill, planning a lesson, etc. If you are unsure of what supports you may need, reach out to your coach or academy principal.
Once you have selected your two goals and identified any possible supports needed, we ask that you self-reflect on where you see yourself in relation to mastery of each of your goals. Please refer to the rubrics in the Danielson Framework Evaluation Instrument, to look for specific criterion and examples for each component in the Danielson Framework.
DUE: Goals selected by Monday, August 21, 2023
Self Reflection
Let’s complete our first self reflection in Bullseye.
Once you’re logged in click Launch New Session
Click Self Reflection template
Launch
Click on the “i” to read a description of the objective
Add scores and notes to each objective
Publish
Add administrator who you want to notify
Send notification
Set a Goal
Let’s set our first goal together:
Click on your name in the upper right corner
Click Profile
Add Goal
Fill out your Active Goal
Current focus
What I want feedback on
Tag an Objective
Publish
Feedback
Instructional Coaches will provide reflective feedback that will focus on the goals that you set.
Throughout the school year, your academy principal will be providing you informal and formal feedback about the goals you selected.
At Feaster, we value being a learning community where we all believe in being life-long learners (we have a growth mindset) to continue to build capacity across our school site.
Please let us know if you have any questions. We are here for you ☺
Feaster Charter 