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Brevig Mission

What hurdles or roadblocks did you encounter this year, how did you handle them, and what resources did you use or need?

What growth did you see in reading this year? Please include data.

What was the main curriculum focus in your Roots, Wings, & Edge components?

What is your site plan for implementing Getting Along (or other process/curriculum) for creating school culture the first 2 weeks of the ’07 school year?

What are the next steps for FY’07?

Diomede

What hurdles or roadblocks did you encounter this year, how did you handle them, and what resources did you use or need?

Diomede noticed a change from the beginning to the end of the year in the number of Read and Responds returned each day. The ice cream incentive worked well, but it is difficult to rely on systematic mail delivery. Tutoring after school seemed to help with K-5 students.

There were some challenges with instructors' attendance this year. I would recommend for prospective substitutes to attend the fall in-service.

What was the main curriculum focus in your Roots, Wings, & Edge components?

Cooperative learning and inferencing skills were the focus for our reading classes. I helped develop new team score sheets, modeled cheers for colleagues, and worked to problem-solve with small group numbers. Teachers went through sample SRI to better understand test components (inferencing). Students in grades 3-5 practiced inferencing skills each week for the last quarter of school (see SIP plan).

What is your site plan for implementing Getting Along (or other process/curriculum) for creating school culture the first 2 weeks of the ’07 school year?

Diomede will be teaching Getting Along Together (GAT) during the first two weeks. Current resources for GAT grades 1, 4, and 7 are in the SFA room. New instructors may co-teach the material with colleagues prior to breaking into individual reading groups (third week of school).

What are the next steps for FY’07?

Diomede is hoping to receive Savvy materials. New texts have been ordered for lower and upper level Wings as well as for upper level Edge.

Material location, organization, tracking and inventory

All SFA books, basals, prior Roots assessments, SRI computer and case, and testing protocol are located in the SFA room.

Elim

Attendance Cards

Regrouping

Component Meetings

Site Testing Procedures

Tutoring

Read and Response

Toggling

Awards and Celebrations

Material locations

WIKI

Spring Order

Gambell

Attendance Cards

Pick up at the August Facilitator’s meetings.


Regrouping at Gambell

Component Meetings-procedures, frequency, possible topics

Component meetings will be held on Fridays after early dismissal. SFA training will continue during the component meetings and staff meetings taking up no more than 5-10 minutes and utilizing a component of SFA. It is suggested that one Friday (first and third Friday of the month) the ECE, KC and their para-pros meet at 3:00. After that the Roots teachers and parapros meet at 3:15-3:30. The next Friday (second and fourth Friday of the month) Savvy teachers and para-pros meet at 3:00. Edge teachers and para-pros meet at 3:15 and Stand Alone and para-pros meet at 3:30.

Possible topics after the brief SFA training could be:


Site Testing Procedures (how many kids at a time, which computers, where, roots process, etc.


Tutoring (Communication, who, where)

The facilitator will arrange the tutoring schedule. Tutoring will be 1:30 –1:50 Monday through Thursday. Team Alphie is not working properly at our site. The tutoring box is in the SFA office with all of its components. 1st graders will be tutored in small groups with para-pros and available teachers. 2nd and 3rd graders will be tutored in small groups for a 20 minutes period of time. Tutors will need to be instructed in communicating with the SFA teacher of the students that they tutor.

School guidelines for SFA

Read and Respond (who collects, calculates, distributes etc.)

A Reading Response form is provided to each teacher from which they make copies for the rest of the year. SFA teachers will collect the Reading Response and keep track on a daily basis. At the end of each week a percentage of returns is calculated and continued to the end of the quarter. At that time teachers calculate the returns for each child and provide the SFA facilitator a copy of the percentages. Teachers will complete the 8-week QAS from at the end of the 8-week period. This will be emailed to the Facilitator.

Grading Procedure

Toggling – Assessments-EOL procedures


Awards or Celebrations

Please outline, list or explain each of the following:

Past successful events (2nd cup of coffee, Raising Readers, Contests, etc.

KC had a wonderful Raising Readers night. Most of the parents were in attendance. The instructor went through the schedule and the expectation for the Kindergarten students. Ways to help their children with reading at home was modeled. Chili and cornbread was served for parents and children. The first grade classes had an open house during reading class. The instructors talked about SFA and how it helped the students learn to read. The children modeled for their parents what they do during a reading class. Then the parents were treated to “Doughnuts for Dads” and “Muffins for Moms”. It was a wonderful turnout. Game Nights were a hit with parents and students. Everyone could play board games.

Facilitator schedule from this current year

See attached Lesson Plan form

Material location, organization, tracking and inventory In the SFA office:


Contact person (both on site and other site)

Copy of this spring’s SFA and book requisitions

Requsition forms and inventory sheets are located in folder on desk in SFA office. Also on Disc – Gambell 2010-2011 on desk in SFA office.

Old data

Materials for each year from 2001-2005 are kept in 3 ring binders on shelves in the Facilitator’s office. CD’s of data from 2001-2008 are also in the Facilitator’s office.

The Reading Edge classes will be held in each MS/HS room. Elementary classrooms will be used for Wings and Roots. The library has been used for a Roots SFA class. The facilitator’s office has been used for a small SFA group of students.

Rooms to use for SFA classes

The Reading Edge classes will be held in the MS/HS Language Arts room. The elementary classrooms will be used for Wings and Roots. The library has been used for a Roots SFA class. The facilitator’s office has been used for a small SFA group of students.

Levels involved in SFA at your site

ECE, KC, Roots, Savvy levels 2-6, Reading Edge – Level 1-8, and Stand Alone grades 10-12+

Golovin

Attendance Cards (who, when, how)

Regrouping at your site

Component meetings – procedures, frequency, possible topics

Site testing procedures (how many kids at a time, which computers, roots process, etc.)

Tutoring (Communication, who, where)

Read and Respond (who collects, calculates, distributes etc.)

Toggling – Assessments – EOL procedures

Awards or celebrations

Past successful events (2nd cup of coffee, Raising Readers, contests etc.)

Facilitator schedule from this current year

Material location, organization, tracking and inventory

Copy of this spring’s SFA and book requisitions

Old data

Rooms to use for SFA classes

Levels involved in SFA at your site

Koyuk

Attendance Cards (who, when, how)

Regrouping at your site

Component meetings – procedures, frequency, possible topics

Site testing procedures (how many kids at a time, which computers, roots process, etc.)

Tutoring (Communication, who, where)

School guidelines for SFA

Read and Respond (who collects, calculates, distributes etc.)

Grading procedures

Toggling – Assessments – EOL procedures

Awards or celebrations

Past successful events (2nd cup of coffee, Raising Readers, contests etc.)

Facilitator schedule from this current year

Material location, organization, tracking and inventory

Contact person (both on site and other site)

Copy of this spring’s SFA and book requisitions

Old data

Rooms to use for SFA classes

Levels involved in SFA at your site

Savoonga

Media:Transition_Report.doc‎

Shaktoolik

Attendance Cards (who, when, how)

Regrouping at your site

Component meetings – procedures, frequency, possible topics

Site testing procedures (how many kids at a time, which computers, roots process, etc.)

Tutoring (Communication, who, where)

School guidelines for SFA

Read and Respond (who collects, calculates, distributes etc.)

Grading procedures

Toggling – Assessments – EOL procedures

Awards or celebrations

Past successful events (2nd cup of coffee, Raising Readers, contests etc.)

Facilitator schedule from this current year

Material location, organization, tracking and inventory

Contact person (both on site and other site)

Copy of this spring’s SFA and book requisitions

Old data

Rooms to use for SFA classes/ Levels involved in SFA at your site

Shishmaref

Attendance Cards

Regrouping

Component Meetings

Site Testing Procedures

Tutoring

School Guidelines for SFA

Read and Respond

Grading Procedures


Toggling – Assessments – EOL Procedures


Awards and Celebrations


Past Successful Events


Facilitator Schedule

Material Location


Contact Person

Copy of SFA Book Requisitions

Old Data

Rooms to use for SFA

Levels involved in SFA

St. Michael

Saint Michael Transition Plan 2009 Success for All – New Facilitator Transition Plan

St. Michael May 2009 (Leave a file on site that might contain any examples, maps or back-up material). See desk in SFA office for file of helpful transition info and forms. I will also pass on to you the documents and files that I have on my computer.

Please describe your site process for each of the following:

• Attendance Cards (who, when, how) Attendance is taken in high school for each period in the classroom and toggled into Google by teachers. Jr High and elem take attendance morning and afternoon including an SFA attendance. By staff consensus, we opted to try a computerized attendance tracker online (Google). This will be up for discussion in the fall as it was difficult for elementary teachers to track all the attendance issues. Attendance cards for SFA only are helpful to see a quick, big picture of a student’s attendance.

• Regrouping at your site Regrouping occurs quarterly following the SRI and QAS submission. At the end of the quarter, teachers meet in pods to discuss students’ achievement and appropriate placement. Many factors are discussed including scores, attendance, classmates, and teachers available. Multiple measures are used to place students in as small groups as possible at the student’s ability level, with reliance placed most heavily on SRI and Story Test scores and teacher input.

• Component meetings – procedures, frequency, possible topics Component meetings run every other week for each component. Topics can be suggested by what you see during observations, suggestions from teachers, SFA point coach, and support staff. Possible topics include quarterly meetings concerning grouping and student data, goal-setting and interventions for class/student, smaller component meetings with newer teachers who need more help, collection and recording of data, and logistical topics such as processes for Read and Respond, Book Club, and attendance. • Site testing procedures (how many kids at a time, which computers, roots process, etc.) Quarterly testing occurs the last week of the quarter. With a full-time facilitator, there will be the flexibility to pull kids at any time during the day that you need them. Testing occurs in the computer lab. You will need to discuss computer lab use during testing week if you are testing all day.

On the SRI I don’t usually pull more than five or six at a time, depending on the kids and their maturity level. The youngest ones taking the SRI read out loud so I don’t take more than three usually. See the helpful forms list for the different ways to record and distribute scores to students and staff. I record once on a class list (with passwords and goals) for organizational purposes, once on a grade level list (for my use all year), and once on an alphabetical list (this one is for teachers and district and staff. Then, of course, all of that goes into DART.

Students receive a slip of paper before they test that tells their last score, goal for this time around, the score they need to be on grade level, and a place to record their score and a new goal. Roots testing is done one at a time, in a similar way with students who have not passed all 9 passages on the Roots Assessment, primarily first graders.

• Tutoring (Communication, who, where) Tutoring has been difficult to manage with the lack of a solid tutor pool and time to monitor. Currently, the first and second grade aides do all the tutoring. You will need to work with Dan and the teachers to see who the available tutors are and then work out a schedule. We have Team Alphie (the SFA computerized tutoring program) on site but it is not up and running. Part of your day will likely be running Team Alphie, which can be done with small groups of students. Alternately, we have Alphie’s Alley running which works one-on-one for kids needing phonics help. It can be used with kids who have comprehension and fluency needs, but the tutor has to be pretty solid to make those effective.


• School guidelines for SFA SFA occurs for 90 min in elem and 60 in jr. high and high school. A block schedule has been created for next year in the high school that will have an effect on this schedule. Loudspeaker announcements and other interruptions are deliberately discouraged and limited. Schedules are priority to maintain the integrity of implementation. • Read and Respond (who collects, calculates, distributes etc.) R&R is collected by reading teachers and recorded in classrooms. I created a Read and Respond chart for teachers to use so that we all had the same format. I visited classes on Fridays with the purpose of recording individual scores.

Kids with 100% (5 R&Rs) for the week (from Friday night to Thursday night; they had 7 days to complete 5) got to put their name in for a prize drawing in that class. The traveling trophies move from class to class depending on who had the highest 1st & 2nd) R&R percentage from the previous week. Those classes get their picture up on the wall. The class with the highest for the month gets their picture in the monthly plaque by the office.

There are different R&R forms in classes. Teachers may create their own and collaborate on ideas for these in order to help students meet standards.

• Grading procedures Grading is dependent upon rubrics provided within the curriculum and recorded on Team Score Sheets and the QAS (Quarterly Assessment Summary). The QAS requires repeated training and revisiting. This document is created in Excel and has cells with formulas in it. It is easy to mess it up if a teacher is not familiar with this program. The QAS is turned in to the facilitator at the end of every quarter and is used to help with grouping and possible goal-setting. Not every column on the QAS is filled out every quarter. A teacher will not address every item listed every week. With new teachers and classified it is helpful to scaffold its use and work with them through the quarter to complete these. I print these out and file them for future access. I recommend having new teachers and classified staff turn in a copy of their Team Score Sheets to you at the end of the week because the QAS is difficult to master along with learning the program.

• Toggling – Assessments – EOL procedures Teachers are required to toggle something in any subject for every student, every week. This gives assurance that teachers are staying aware of each student’s standards and needs. Facilitator toggling occurs at the end of the quarter as SRI and Roots scores are toggled along with R&R percentages, placement and teacher for the new quarter. This is helpful to teachers as they can then go in an pull up their class progress report and see students’ growth and needs. End of Levels are lengthy and time consuming and need be broken into chunks and deliberately planned for if students are going to pass levels in a timely manner. This is difficult given the rigor of the SFA schedule. The best possible ideas include replacing an occasional story test, collaborating with a homeroom teacher to give pieces, working during tutoring time or after school. The facilitator can also be of help giving these EOLs, especially to the younger ones whose EOLs are one-on-one.

• Awards or celebrations- Solutions Team was heavily involved in creating the opportunities for celebrations and rewards this year. These included Book Club Pizza Party-if we met a goal of 60 book clubs in 4th quarter. We also had assemblies, games, slushies, ice cream and pizza parties for passing levels and attendance. Individual classes held many types of celebrations for R&R and attendance and level changes.


Please outline, list, or explain each of the following:

• Past successful events (2nd cup of coffee, Raising Readers, contests etc.) Traveling Trophy, R&R prizes, Assemblies for Level changes & Attendance, 2nd cup of coffee is always open for parents, Solutions Team Activities including game day with parents, Bingo for Books, Fun Days (organized games in the gym) The following is a summary of Solutions Team activities this year: Solutions Team 2008/2009 Summary

August Welcome back to school in the picnic in the gym. September/October ~QI reward day for passing levels, 100% attendance and r/r (Volleyball) November ~Plan fun days at school to draw parents in to school on a positive note. ~Family game day 2:30-3:30 January ~Q2 reward day for passing levels, 100% attendance and r/r (basketball) March ~Dr. Seuss Day ~Q3 reward day for passing levels, 100% attendance and r/r (drawing out of a cup) ~started Q4 –60 Book Club Challenge- April ~Bingo For Books ~SBA sleep contract – ice cream and brownie for people who completed it. Next year: ~sign in/out sheet in the office for kids to help clarify what is in DART ~SFA Cards for SFA/elementary (how important is it that we do Goggle) ~Peer Tutoring ~Bonnie head of Birthday Club ~Monthly Attendance Bulletin Board

• Facilitator schedule from this current year- Facilitator visits classrooms during SFA. Use Report Form to track what I saw and also an observation form with the schedule on it to help provide specific feedback and make me aware of the SFA schedule in each room. There is a blank calendar form • Material location, organization, tracking and inventory-There is a materials room with all SFA books sorted by KC, Roots, Wings and Edge. Wings books are sorted by level and by Narrative/Expository. Edge books are sorted by level. Many of the Roots/KC materials are kept in the KC/first grade classroom. An inventory sheet of materials is kept an available to teachers. It also records the skill codes for each cycle. This is helpful for planning which book to use with a particular class. See electronic file BOOK LISTS & Inventory.

• Contact person (both on site and other site) Linda Simmons was our SFA point coach from the SFA Foundation last year and may or may not be in this position next year. lsimmons@successforall.org Tammy Dodd is the primary support person at the district office. Jill McCauley is the past SFA Facilitator jmccauley@smk.bssd.org.


• Copy of this spring’s SFA and book requisitions—An inventory sheet as well as 2009 requisitions will be in the file. I will also give it to you electronically, in BOOK LISTS & Inventory.

• Old data—Paper copies will be in the hard copy folder I leave for you. Electronic copies can be found in DART, and in the folder SFA…SRI, WORKBOOK, QAS/Grading. QAS has all QAS forms that are electronic from this year. Paper copies are found in the small file cabinet in the SFA office. WORKBOOK is the alphabetic list of all students and all scores for all year.

• Rooms to use for SFA classes-classrooms are in use. Other rooms, including the library, can be worked out with admin staff as needed. • Levels involved in SFA at your site—All students are in SFA with the exception of students in RE 8 or kids nearing graduation and who have passed the Reading part of the HSGQE. There has been some friction this year trying to meet both SFA expectations and graduation expectations. Some teachers feel they’ve been given two different sets of requirements. This is a district-level issue.

Stebbins

          Normal  0  0  1  517  2950  BSSD  24  5  3622  10.263     0  18 pt  18 pt  0  0

SUCCESS FOR ALL—NEW FACILITATOR TRANSITION PLAN


ATTENDANCE CARDS


REGROUPING


COMPONENT MEETINGS


TESTING PROCEDURES


TUTORING


SCHOOL GUIDELINES FOR SFA


READ AND RESPOND


GRADING PROCEDURES


TOGGLING-ASSESSMENTS-EOL PROCEDURES


AWARDS OR CELEBRATIONS


PAST SUCCESSFUL EVENTS


FACILITATOR SCHEDULE


MATERIAL LOCATION, ORGANIZATION, TRACKING AND INVENTORY


CONTACT PERSON


COPY OF THIS SPRING’S SFA AND BOOK REQUISITIONS


OLD DATA


ROOMS TO USE FOR SFA CLASSES


LEVELS INVOLVED IN SFA AT YOUR SITE

Teller 2010

Attendance: Each classroom teacher will take attendance in his or her classroom first thing in the morning. An aide will then collect the cards fifteen minutes after the school day begins and call each home of students that are absent.


Regrouping: At the beginning of each quarter all student’s SRI scores and Roots scores will be listed for the certified staff to observe during a SFA meeting. As a staff we will then discuss where to place students in groups based on SRI/Roots scores, story tests and daily performance.


Component Meetings: Procedures will be facilitated by the SFA facilitator.

Frequency – weekly to begin the year and then it may move to biweekly based on need.

Possible topics for discussion – strategies for increasing student vocabulary and comprehension skills.

Site testing procedures – Each reading teacher will work with the facilitator to schedule a time to test their students.


Tutoring: We did not got Team Alphie to work this year. Hopefully for the coming year it can get up and running next year. Team Alphie would then be the key component for the tutoring program. Aides will be working with students implementing Team Alphie. Aides will need to be retrained on Team Alphie. Tutoring will take place in the SFA room, library, counselor’s office, conference room and foyer by the kindergarten room.


School guidelines for SFA: SFA will be from 10:30 –12:00 p.m. Reading Edge 10:30 –11:30 a.m.


Grading Procedures: Reading teachers will have students record on their individual quarterly scoring sheet their weekly test, AIW, R & R, fluency and team scores. These scores sheets will then be collected by the facilitator at the end of each quarter and kept in the SFA room for reference on student’s individual progress.


Toggling: This will be a collaborative effort between the homeroom teacher and the student’s reading teacher. Toggling will be done by the reading teacher. EOL procedures the reading teacher will administer the EOL assessment to the students they have in their reading group.


Awards: Individual reading teachers will give students recognition of reading on grade level. Also, there will be quarterly Read and Respond parties for the students that have

80% on their R & R.


Past Successful Events: Read and Respond Parties, Quarterly Eighty percent homework movie night.


Facilitator Schedule: For the 09-10 year the facilitator taught a reading group. The principal did classroom observations.


Material Location: SFA room


Contact Person: Suzette Carroll (administrator) Donald Eldridge (facilitator)


SFA Rooms: First-second grade classroom, third-fourth grade classroom, fifth-sixth classroom, Science classroom, conference room and language classroom.


Levels Involved in SFA: Roots through Reading Edge

Unalakleet

Attendance Cards

Regrouping

Component Meetings

Site Testing Procedures

Tutoring

School guidelines for SFA

Read and Respond

Grading Procedures

Toggling – Assessments – EOL procedures

Parent Involvement/Events

Facilitator Schedule

Material Location Organization,Tracking and Inventory

Contact/Point Person

Old Data

Copy of this spring’s SFA and book requisitions

Wales

Attendance cards

Regrouping

Component Meeting

SRI Testing

Tutoring

Times

Read & Responds

Assessing and Toggling

Celebrations

Facilitator Schedule

Materials

Data

Rooms

White Mountain

What hurdles or roadblocks did you encounter this year, how did you handle them and what resources did you use or need?

What growth did you see in reading this year?

What was the main curriculum focus in your Roots, Wings, & Edge components?

What is your site plan for implementing Getting Along (or other process/curriculum) for creating school culture the first 2 weeks of the ’07 school year?

What are the next steps for FY’07?

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